Mhm. >> Welcome to the Jordan School District Board of Education meeting. Today is Tuesday, April 28th, 2026, and we are beginning our study session portion of the meeting. Present with us are all members of the Board of Education except for Lisa Dean who will be joining us later. Uh we also have our superintendent, associate superintendent, business administrator, and our board attorney as well as some welcome guests. So, thank you for being here with us. We are going to hop into our agenda today with a review of the fee schedule for 2026-27. I'll invite Mr. Sorenson and Mr. Curtis up. Okay. I don't have to hold it. I just had to start it. Thanks. Paul. Uh yeah, so we're here just as we've had multiple opportunities for uh public comments to come over the last several weeks and uh uh just uh review and ask any questions that you might still have regarding the fees before you vote on finalizing those uh in the open session today. So, uh we don't really have a presentation. Uh you have it. The fee schedule's there. But really just more if if you still have questions that we can answer, we'd love to do that. I was curious uh just because of the on the homepage for middle school, it said that fees for entry-level electives uh would only go up to $15, but a couple middle schools had listed um like one and two together, like ceramics one and two, paintings one and two, and it just said 20 instead of like maybe up to 20 or something. Just something I saw. Thought I'd point out. I don't know if there's an issue there. Yeah, that and that can be updated. Really it was meant to just say for any of the section one or section two up to that amount. We can add the up to if that help clarify, but the entry-level courses are only collecting 15 and advanced it would be 20 as the max for middle school elective. But if that would be helpful, we can add the up to on those specific schools. I think that's fine. >> school that we >> I saw it on Hidden Valley and South Jordan. We can add that up to. And I was also curious, um do we charge our Jordan School District online students, like our virtual students, that $75 to participate in extracurriculars that's just outside? That's correct. We do not charge. Yep, they're they're student of ours and so they don't have to pay that outside fee. Any other questions? All right. So, in our business meeting later, we'll be having the final vote for this. So, everyone is comfortable, have what you need for that agenda item? Perfect. Well, thank you for being here. It's your easiest visit yet. Thank you. Thank you. Great. Um we are now going to move into a review of the calendar survey results for the 2027-28 school year. So, we'll invite Mr. Hamblin and Mr. Olsen to the mics and turn it to um and them and Dr. Anderson. All right, thank you for having us. We're here with results of the calendar survey that started the Friday after the study session 2 weeks ago and ran through 8:00 a.m. on Monday of this week. Uh we had 5,038 responses broken down by um category as you can see there at the bottom. It is possible on the survey that you can indicate you belong to multiple groups. So, bear that in mind when looking at the information. You will notice that there is a downward trend in the number of survey responses. The biggest possible probable reason for that is I don't send as many reminder emails out as we used to. Uh people get a lot of emails from the district and from their schools and I'm very worried about email fatigue. So, we don't hound people quite as much as we used to to get responses. Also, we don't send out reminders when the results are are pretty clear from the get-go which which calendar people preferred. Breakdown by level is pretty much the same as it usually is. More responses at the elementary level than um at any other level. In terms of preference, the late spring option was preferred about 75% to 25%. You can see the breakdown by uh subgroup listed there. Um in board book, you have some PDFs of the preference questions that show you how people responded to those. I would encourage you to look at the breakdown by uh the total number of responses. Some of the student responses may seem a little bit surprising, but when you keep in mind that there were 22 people who identified as students, it makes a little more sense. It's it's pretty easy for those results to skew when you have 20 people who respond. In every subgroup except the students, uh the late spring option was the preferred calendar. So, the recommendation that we have for the board is that in business meeting today, you approve that late spring recess option as the calendar for the 2027-2028 school year. Thank you. So, I got a couple of messages from constituents who said, "There is nowhere for me to make comments, so I'm reaching out to you directly." Um and one of the things that I heard was that I guess Canyons has kind of said spring break will always be the first week of April. And this last year Granite followed along just to see how it would go. And um there seemed to be an appetite among people who contacted me that we try that out. And I I'm not suggesting for this calendar, but I wonder if that's something that we could put as an option in future calendars. So, we have not formally made that sort of a decision. However, um I would just point out if you look on this option, if the 24th of March is where the quarter ends, previous in it just about every other year for the past five or six years, that following week would have been spring recess. So, we we don't have a formal designation, but it's typically the last week of March and into the first week of April. In this year, it would just be the last week of March because we're at fell. Um we could look at that as an option. As the board may remember, today in the consent agenda, you're um voting on a change to next year's calendar to move a PD day to accommodate health and wellness because of a change under SB 58. Um that removes the PD day that would typically be held in April. So, I would guess, number one given that the the preference that was expressed on the survey for a a spring break later in in April, and the fact that we don't have a PD day to put in April, we would probably see more calendar options similar to this in the future where where spring recess moves off of the quarter three we and into into April a little bit. I'm hesitant anytime we say a break has to be the X week of whatever month because then it kind of constrains our ability to have a a calendar that works well. Um if we were to say that, there could be a circumstance where we have a week of quarter four and then have to go on spring recess, which isn't the best calendar option. So, I think we could certainly look at keeping it in the same place, but um having some flexibility I think is important to make calendars that work for the district. I totally get that and I'm not asking that we standardize it, but that it's one of the choices if possible. I don't know. Board members, did you hear similar feedback? No. No. I almost always hear like teachers who have their kids in a different district almost every calendar um consideration that comes up. And that was what this was as well. So, if the districts in the valley are trying to align one of their breaks, I'm okay making that a choice that our parents can look at. Maybe we can suggest that they align with our calendar. >> [laughter] >> The problem is our calendar is a moving target. That would be tricky. I think there would also be patrons who would say they prefer not to being on spring break at the same time as all of our neighbors. So, it's again one of those it's it's tough to tough to please everybody with a calendar. And I'm waving my hand cuz that's what I was going to say. And I Oh, sorry. I moved off the page. Um and I think that it is also a um I mean a consideration that we have fall break, which is unique to us. So, if we had one that was unique and one that wasn't, we could maybe speak to others. Dr. Anderson. Thank you. Having a static spring break, I think is a it's a great idea to consider. I'm I was going to chime in with the same comments that other people made, but also given the new law where we the calendars should consider certain holidays, certain religious holidays like Good Friday. If you make spring recess static, um Easter is dependent on the phases of the moon, and so that is that will put it anywhere from the last week of March to third week of April usually. And so if we have a fixed a fixed one, I don't know how much that would comply with this the intent of that law to to consider it every year if we don't have any option or if that's if that's that's just fixed if that makes sense. Yeah, that does make sense. Okay, asked and answered. Anything else? My hand's up. >> Oh. Yes, it is. Goodness. And this one does have good This is Good Friday for that 2028 year. So good job. Right, is everybody comfortable moving forward with the late spring spring break option? Yes. Okay. Perfect. Well, thank you. Thank you. Eight, we'll now move into a discussion regarding the social studies graduation credits. Invite Ms. Goff to the mic. Thank you. Um I've also brought uh Kay Resudo with me who is uh the consultant that works with social studies in our teaching and learning department. And we are got we've got some slides here, but I think we'd like to have a superintendent kind of tee us up. Okay, thank you. Uh I just want to set the stage for this a little bit. The legislature changed graduation requirements. You might ask what has that to do with me, a board member? Well, years ago you actually, as a board, voted on different graduation requirements based on our move to an AB schedule. So, we have graduation requirements that are above and beyond the minimum requirements in place by the state. Which is why in all of our graduation speeches, we say having met the requirements established by the state and by Jordan School District, I now hereby pronounce you a graduate. That's not what we say, but that's the You met the lower requirement. You met the You met our requirement. >> There you go. Exactly. So, that's that's why we're having this discussion. The uh because the state changed graduation requirements, then we need to decide how we want to implement those. So, if we go forward in the presentation here, um well, we'll we'll we'll get to a point where we're showing the There we go. So, here are the requirements from the state level, and we require 27 credits to their 24 credits. And so, what we have to grapple with is exactly what we offer and when, how much we offer of certain subjects and there are trade-offs just like the calendar is a good prelude for this because anything that you choose to add then you're taking something else away. And these two will do a great job of helping explain the implications, but I just wanted to set the the framework for why we're talking about this because as a board you are authorized and have in the past established different graduation requirements from those the state has established. And the reason at the time as I referenced the AB schedule previously we had seven class periods in 10th, 11th, and 12th grade and in 9th grade. Now we only have seven in 9th grade and we have eight credits available every year junior senior sophomore junior and senior year. So because more credits are available and we require more credits except at the Valley High School. So that's the difference. That's how the credits lay out right now and we may want to come back to this after the discussion. But before we got into the nitty-gritty of the changes in our social studies requirements from the state I wanted to establish the baseline and the framework for why we're talking about it. So ultimately we will need a decision from the board about what you want graduation requirements to look like. What do you mean by ultimately? Not tonight. But at some point we'll need that as an agenda item. And they can these two will talk about the implications of the timing of that decision and the group impacted. Um it's those who are starting as sophomores in the fall are the ones who will have different graduation requirements. So, they'll talk through that, but we'll need to put it on the agenda for the board to vote on to determine what you want that graduation requirement to look like. So, we could leave it We could leave it as it is. Well, there'll have to be >> We already offered the extra half. The numbers will look the same potentially, if you choose to do that, then you just have to decide if we don't increase social studies to 4.0, then which class do we change to a 0.5 instead of a 1.0? Got you. What year-long course becomes a semester course to accommodate that if we don't increase this number? So, there has to be a change at some at some point. So. Question. If a student fulfills the state requirements, but not the district requirements, that student doesn't graduate, I'm assuming. Well, that student can transfer and graduate from a school other than their boundary school if they if they choose to do that. So, you can graduate from Valley with fewer credits. Okay. But I I I guess my my question is the district has the authority to do that. >> Yes. >> If we have set a higher standard, the state can't force us to graduate them if they haven't met our standard, even if they've met the state standard. That is given to the district. >> That's right. Okay. The state doesn't give the diploma, we do. What we can't do though is give a diploma to someone who hasn't met the bare minimum state requirements. We have some authority and flexibility in the way we help students meet those requirements, what we can give credit for, that sort of thing. So, there are individualized plans that we can put together, but I mean, there are um the state requirement is the bare minimum, however. All right, thank you for that. So, let's kind of go back a little bit and we'll explain how what led us into this current situation. We've got um in the new the new law, this is actually something that's been going on for a while now. HP 312 has several components to it, but part of that expectation got shored up in this last legislative session. And it was specific to this particular constitutional class. So, the graduation requirement for this class is going from 0.5 to 1 credit, one full credit for students um that will be, as he mentioned, so this will be in place for students who are 10th graders this coming year. So, the graduation expec- expectation will be for their class when they eventually graduate. Uh standards are being rewritten for to meet the the new length of the course because it's now a full credit, a full year, and so there needed to be some additional standards. And we're putting this presentation on BoardDocs so that you can get access to the FAQ. I think it will actually have a lot of good, maybe useful information that you might want to take a look at that the board was answering some questions that we're all asking. Every district is asking these questions right now. Uh for instance, about endorsements, what teachers can teach this class, will they have the right endorsements? That FAQ answers that. Uh questions about because this class is now being offered in kind of two halves, do they have to come together? Do students must students take them uh, can they take a one part and then another part and that it can also happen. There's there's lots of different um, questions that are being asked and so you might see this. One of the the things that will maybe is still yet to come from USBE. There are some apparently some qualifying um, competency characteristics that may um, be used in in light of that second part of the class that they can could use uh, within like some verbal communication skills that can also be used in lieu of that second part, but we haven't gotten rule yet about what that would look like, what types of activities that would look like. So, there's still some unanswered questions about this course. We also are are curious to know will there be AP classes that will match this type of um, credit [clears throat] that will be acceptable. Right now, the government AP government class that currently exists, um, we are hoping may have some ability to match the first half of this class, but it doesn't match the second half of this class. So, these are some of the nuances that we're still waiting to get answers on from the Board of Education to help us understand what those chan- changes might be. But, for our intents and purposes, no matter what some of that looks like, as Superintendent explained, we're going from uh, a half of a class to a whole class and that is going to um, affect what we have, as he mentioned, in our graduation expectations. Can I just jump in here? I failed to mention that Kings Peak also has a 24 credit requirement. So, Kings Peak or Valley. And so, if you are a student of either of those schools, then you can graduate with 24 credits. So, that's why we wanted to put this comparison on this this chart that you can see. So, again, here you can see the difference between the the USBE credits um that are expected in and um and as the superintendent said, these classes are the classes that every student has to have. So, really the difference in terms of credits lies in the electives. That's that's the choice. That's where a student would have. You can see that almost everything else is pretty much in line with what the state requires. So, if somebody doesn't have or fails one of those state required classes, they're going to have to make it up in order to graduate because that is the state bare minimum. So. So, how what are our options? How do we make this work? And this is what K and I and also other districts around the state are trying to figure out. What makes the most amount of sense in terms of putting this class into place? It's It's proposed that this class is taken in the senior year of school, but it's not a requirement to take it in the senior year. So, we do have a little bit of flexibility that way, but for the most part, that's how the the bill and the law are intended as for students who are uh in their in their senior year. But, they do leave a little flexibility for districts to be able to to manage those. So, as you can see, these are options that we have. One would just be to increase the social studies requirements in Jordan to four credits. And that would mean that students would take a full year of social studies courses each year in their high school. They do that currently with language arts. So, that would be one option. And we'll show you some of the implications with each of these options. So, um they'll come up on the next couple slides. Another one is to reduce one of the other social studies courses from 0.5 instead of one. There are currently several courses that are taught in social studies. One is then the ninth grade, we offer human geography. That's a full year class currently as we teach it in Jordan. Students that in 10th grade take world civ. It's also called world history or world civilization. That's a 10th grade and it's currently taught as a full year. Students in 11th grade traditionally have taken US history. And by code, that needs to remain a full year as is this new American constitutional government and citizenship class. That is also going to be a full year. So currently, we have two expectations for full year courses in US history and this American government class that is now required. The other two that we offer as full years could be semesterized or broken down into semesters if we choose. That's what we're talking about on option number two. That that one of those two classes would become a semester. Or a third option, which would be that we just reduce the elective courses. So where we have that additional number of elective classes, we would reduce that expectation by half to accommodate for the new half of the uh semester in this social studies class. So let's look at some of the ramifications and implications of each of those. If we increase it to four credits, this would make our graduation expectations in Jordan from 27 to 27.5 as you could see on that the um the biggest concern with this one, quite frankly, is the impact on graduation rates. Did a little uh some number searching and was able to look to see like how many students potentially have ever failed a course that they would need to make up in order to graduate. And it's around 46% of students who in any that was just one graduation year just looking at one year. Around 46%. That would mean that in a a required course there are 46% of students that this could significantly impact because they've already at least once had to do something in order to get graduation ready. So that is a concern on graduation impact rates. Also could impact JATC programs, work release, release time, credit recovery as we mentioned. So that's something to consider if we went to the four credits all together. If we cut another course to 0.5, one of those two that we were talking about, human geography or the world history or civilization class, FTE would be impacted specifically at the middle schools as you can see because ninth grade isn't in high school. So if we were to cut that class it would have direct impact on FTE there. Um if we were to cut a world civ class at the high school level, there is also impact on FTE. However, because that class is currently taught at the high school and the added expectation is also at the high school, those are almost a wash in that particular situation, but world civilization would lose a lot of the expectations for the standards that are taught in that particular course, shortening it, making it pretty difficult to teach that entire world history in a semester. So that gets a little tricky. And we are a little concerned also because AP human geography and AP world civilization are two of our most popular AP classes. So if you suddenly cut a world civ class AP, why would they take a full year of of AP in its place? They could use that for an elective, surely. But, it is a concern. It's something to think about. Or the option of moving electives in general from um eight to seven and a half. This wouldn't have as much impact on our current ninth grade students because they're going to take this year-long class next year anyway. They're already to take world civilization. And if they get through that and say, "Hey, you know, I never it'll be okay. We'll keep moving them on and we'll say, "Well, you had an elective and it's now you just have one fewer half half a semester, excuse me, a semester that you don't have to take. So, it will be okay. Won't have as much of an impact for them. But, there will be a significant impact to elective courses in general. These are our teachers who um potentially are nervous about their own uh classes filling. And so, it will have an impact on those teachers who offer some of our fine arts or performing arts courses potentially. And or maybe even within the social studies area as well. We could also reduce like a World War class or women in history class or whatever the electives are in social studies that might also be of impact. But, nevertheless, it still will have a an impact on FTE. And of course, the loss of student choice. Electives are some of their favorite courses. So, sometimes those are you know, that's kind of a struggle not to have those in place. But, this is where we're bringing this decision back because um I think it could be could be implications no matter what we decide, but we wanted to be able to help you see what some of those are to help make that decision. Even though it's not easy, it might be something to consider as we figure out, do we want to again move to four or reduce by a half, but if we do that, where makes the most sense. I just want to turn to Kay here and see if she has anything else she'd like to add to that comments. Um, one thing to note with the the two Oh, sorry. One thing to note with the two classes that we could cut, um, the world history course has 13 more standards than the world geography and so it's significantly more to teach in the course of a year. Again, like the superintendent said, we we're not expecting to have this all figured out tonight. We're we're absolutely open to ideas on that. As far as a timeline, however, it would be helpful to be able to start the school the new school year with our counselors and and students knowing what what they're going to be doing for that. So, that would be my um the time frame I think for which would be helpful for us, but feel free, ask additional questions or let us know what other things you would like to know and we can help you with that. I have a quick question. So, was it Auxier's bill that had this civics curriculum that was being written by the state school board? Is that this class? So, we'll receive a class? No. So, it it it's that bill, the 312 that's linked in there. It's just a small part of it, but that new curriculum is part of that same bill. It's really long one. >> So, we will be receiving a free option for how to make this a year-long class, right? >> They're they're creating standards right now, not the curriculum. So, the bill that I'm talking about that was passed last session, I think it was Auxier, but I always mix up Auxier and De Berry. It's HB HB 312 was the >> is the bill and that's the social studies curriculum and standards modifications. It calls for a rewriting of this of this course that they've been describing the standards. Standards are there is that's what the state board and the USBE does, right? But the scope and sequence and the curriculum everything else that is up to the local LEAs to But that it was like Fillmore's bill that said you're going to create a free option but districts are not compelled to use it. You are correct. The year previous to this 2025 it was HB 381 civics education amendments. And that's uh that adds that added the social studies graduation requirements. Auxier's bill came in and said here's how we're going to deal with the standards. Is that a fair explanation of that? Okay. So am I remembering it correctly that they did say they were going to write a full curriculum? In that bill. >> primarily I if I can just add this I think it's specifically with some of the integrated curriculum for elementary and that they would come up with some additional integrated curriculum that will help social studies to support literacy and that also is something that they're going to be doing and we're fascinated to see what that looks like and yes, we're waiting for that as well. But this course isn't that same curriculum expectation. This is the standards as we've mentioned for that but not the curriculum. They they are just interconnected. It's just one bill put into motion activated like yep, we're going to increase the the graduation requirement and we're going to it calls for social studies you know for the USBE to do what Auxier's bill put into motion this session. So they they were in tandem with each other. So and this is the the that requires us to start teaching specific Bible passages. Yeah, there's a there is a host of yeah, um part of one of them is to to highlight how Judeo-Christian values impacted the development and the and the story of of the American Constitution. Yep. Okay. Any questions? I have a question. Do either of you have a preference for the three options? It's a good question. I have we've been talking about it. Um It's uh that's why we brought it here. >> [laughter] >> Quite frankly. We it you know, anything we say it would maybe either be because we've had experience teaching a class or you know, from a perspective of a high school principal. I could see the impacts on FTE with multiple areas. It would I um I've weighed, you know, out the the ideas and that's why I was like, "Hm, let's see if the board would like to weigh in on that." So, it's not clear-cut for you even. Okay. >> It's not. It's not. It would be personal preference and a lot of it has to do with kind of our backgrounds and where we've we've come. So, we might need to wait for this to be defined in rules, but I'm curious if you know now. So, I um I have children who are taking concurrent classes and there is a class that you could take concurrently that would take the place of this class right now. But, where it's only half a year, will that option go away for students? Likely. That is a shame. >> I know. That's kind of if you look in the USBE notes that they have an FAQ, one of those questions was asked if there was a current concurrent enrollment class and they did say because of the new standards and because of the length, some of that ability to cross over will change. Now, I think there probably will be options later on. Those just haven't been created yet. We'll have to watch and see. I mean, currently we we work with um you know, certain history classes that that will probably see maybe like even the first part. The other thing about concurrent enrollment is it's a technically a semester course and where this is going to be a year, again, the timing is going to be different. Tell me what the typical 3.5 What are the typical 3.5? What does the average student take to get the 3.5? What are the options on the chopping block? So, right now um we have 3.5, we have 1 year of world geography, 1 year of world history, 1 year of US history, and half a year of American government. So, with this new addition to the American government, we have to to get 3.5, we have to cut either world geography to half a year or world history to half a year because we can't change US history or the government. Would you say those four one more time? So, world geography in ninth grade and um world geography in ninth grade, world history in 10th grade, and US history in 11th grade and the American government in 12th grade. So, the loss to the middle school is really only if we if it if we reduce world geography. If we reduce world history, it keeps it within the high school. >> World geography, yeah. Yeah, so if we did the world geography, that would decrease the FTE um for the social studies FTE in ninth grade. And then if we kept it in world history, the FTE would stay the same in the high school because we have to add the half year. >> [clears throat] >> Which one did you say had more >> World history in ninth grade has more history. >> World to cut geography because of fewer standards, but because it's in the ninth grade and it's in a separate building, that adds an additional challenge. And it's one of the few AP offerings that most middle schools give kids. That's right. So that wouldn't the same thing it would happen with world civ would happen with human geography. Why would we take a full year if it was only half of year? So and those are two of our most popular AP classes. >> The world geo or yeah, the AP human geography has the highest AP enrollment in the district. Yeah, by double amount for any of those. So when I look at this, I think one consideration, oh my goodness, you guys I'm I'm not going to talk. Mr. Barnett, go ahead. >> [laughter] >> I just wanted to >> You still looking at this? Make sure it worked. I wasn't sure it was working. >> [laughter] >> My hand's been up for like an hour, Nikki. That is not true. >> [laughter] [gasps] >> I think just my first opinion of what we've been shown is number two. Is to keep it contained within the social studies group, not affect electives, not and not bump up um graduation requirements, but rather than look at it from the perspective maybe that we've been shown here, what are the different areas that get affected if we cut this or cut this? I would I would rather take a look at what do we want to teach? What is the content that we want to teach the students? That's priority number one. And then whatever is the fallout from that, we just accept. Rather than well, do I want to affect FTE at middle school, or do I want to affect this AP class? That all seems secondary to me. But the primary thing is what is the content that we want to teach? We can do that. Yeah. Dr. Robinson. Well, you mentioned, I don't know, maybe 10 times about this is going to affect FTE. So, I want to know more about that. You're cutting a required class at the middle school. It's a goes from a year to a half a year. So, does this mean teachers can't teach another class? I mean, potentially, we've already protected the FTE with teachers in the fact that we don't risk anyone. This is Can Can I respond to that? Yeah. It doesn't reduce FTE. It changes the way we use it. Because it will change the classes that that students are taking. And the reason the the the reason that we put out the trade-offs is because it's to prepare you for who you may hear from. If you teach ninth grade worlds geography geography then you're going to of course hope that that remains a year-long course because I I'll just use that. Not not taking away from what you were saying earlier, but if you're asking about the impact so, a middle school principal is deciding how many teachers they need in each subject and we make a decision that the world geography class in ninth grade is now a semester class instead of a year-long course, then that will change the number of teachers you need to fulfill that requirement. It doesn't necessarily mean that teachers are cut. It just means that now people are teaching different things and the FTE is used for different classes. So, that's the the impact. So, the way we wanted to talk about it is what is your priority and what impact does that priority have? And um so it's not that there's less FTE available. It's that the FTE is used to to offer different courses depending. And if they're selectives, then that's more spread out among teachers which elective students are choosing. But if they take fewer electives, then they have less room for electives in their schedule, then that may impact how many students are signing up and it impacts the way the FTE ends up being used. So, if the state is requiring 24 and we're requiring 27, aren't we spending more on education than we need to? That's There's a fiscal note tied to the requiring three extra hours for every single one of our students. It costs more money to operate. And I'm not saying that I'm not in favor of that. I'm just wondering, why do we elect to require more than the state does? I don't think it costs more, although uh I'm open to anyone chiming in and correcting me on that. It's because we offer eight classes within the same time period instead of seven. So, if if we the the reason that we have a higher graduation requirement is because it's there's more more credits are offered to a student the way we have our schedule set up than we used to offer. Would that be common in other districts that offer the block schedule? It's very different depending on districts. Some districts have much higher requirements because their struc- their credits are structured differently, their schedule is structured differently. So, they require more than 27? Well, there are three courses three extra courses offered. Yes, some of them do. The The There are three extra courses offered. Your sophomore year, instead of seven classes, you take eight You can take eight. Same is true of your junior year, same is true of your senior year. So, we added those three to the requirements. Instead of 24, it's 27. So, you have to pass all those extra classes that we added into the schedule. The advantage of that, one of the advantages, was that students had more flexibility to take electives. It is It If you reduce to to seven classes uh there is the potential that you would need fewer less FTE to cover that just because of the way high school has evolved. So, initially there wasn't a fiscal note at the split. We talked about moving back to seven periods because then you can lower class sizes and that sort of thing, but it's not high school has changed dramatically because of the online courses that are offered by law. We're required to offer those and the flexibility that students have in their schedule. So, I don't know that 27 is costing us a a more than 24 would because of the changes in high school, but that's something we could look at. I'd be in favor of looking at it just to provide more flexibility. I'm not looking to get rid of teacher jobs or anything, but I would like students to have more flexibility in their schedule. We've talked about later starts that would allow kids to do that. And we give them credits, too. Like to participate in activities like athletic event or theater or whatever after school activities, too. When that could affect the FTE also, and we can still consider to do that. So, I'm just not sure why we're offering more than state requires. And do you think that's quite common at other schools, too? Same question should be raised though, as why we spending more on education than we Dr. Anderson. Mine is a clarifying point that just hypothetically if if world civ were to be cut by a semester or world geography were to be cut by a semester, we've talked about the AP programs there, which are fairly popular as you as you pointed out. It wouldn't prevent a school from still offering the AP class. The students would in essence be taking an AP geography class fulfilling the first semester first requirement in their first semester and then be taking the second half of that AP civ or world civ or AP geography class as elective credit more or less, but still qualifying to take the AP test. They'd still be able to do all of that, but they'd be taking it for elective credit. So, that's not necessarily going to reduce options, but it would require to Dr. Godfrey's earlier point some some decisions to be made by the principal as to how that FTE is going to be allocated. So, so if you if you want to look at it from talking about it would it would be maybe to focus on what will how will our decision impact student choices as opposed to adult positions. Is that kind of what you're getting at? Cuz what you're saying essentially is do we want to require more social studies of students or do we want to allow more space for electives within those? I mean, that's really what it boils down to, I think, is do we want to require more social studies or allow continue to allow more space for electives? I think that's one way you could boil that down if you're just looking at what do we want students to learn. Sparrow. Thank you. There's been a lot of discussion since I raised my hand. >> [laughter] >> Um my kind of gut reaction at all of this is to not reduce our our social studies credits just because I feel like these classes that you've listed all would be very worthwhile for our students to learn. Our the world geography, world history, American government, US history. Um and so I would be hesitant to to make one of them a half credit, the geography or the history. Um because of what I want our students to learn, to take away into the world, to be world travelers even if they can't go out into the world, but to learn about our world. And so I would be hesitant to make those half. I'm would lean more towards taking that half credit off of the electives. That's just where I'm thinking right now. So. Thank you. Mr. Dunford. Tell me the ask if we reduce world history to half a credit. How do we fit the standards? How do we meet the standards in half a year? What would that require of teachers? Quite frankly, we don't. We would be able to do as Mr. Barnett said and said we would have to prioritize the most important things that would come from those current standards and make them priority standards for that half of a year. And so, um, we've been working right now to prioritize, you know, what we call power standards and to see those. So, it would just be ensuring that those are the things that definitely got added into the half that did remain. I know that many schools are already teaching it as a half-year course currently. At least the school I taught at did did. So. All right, Mr. Barnett. Yeah, I wanted to propose that we take a vote on which of those three options we would prefer to move forward on and then ask staff to come back in a later meeting with details around like in order to answer Mr. Dunford's question with a little more detail regarding what would we want to put in, what would want to take out. And then maybe if we go with, um, Ms. Perot's, if that's the consensus that you come back with information about how that choice would affect. But I'm I'm ready to give them my vote. I don't Is everyone else ready or do you need another week or two to think about these three options? Can I make a quick comment? So, currently, if students decide that they would like to graduate early, language arts is really the tricky one, right? That's the one where it's like, well, you can take this half here and half there and try to fit it in. Um I do think that social studies will reduce I don't know that it's a priority to me to um have a clear path for early graduation, but I think it is motivating for some students. And so, I would just throw that thought into the mix as we're making a decision that this could potentially um make that process more complex. Okay. Uh Dr. Godfrey. Thank you. One of the I think one of the reasons the credits are where they are is because of um the number the percentage of students who take a release time or a shortened schedule. So, the total credits minus if a if a student chooses to do that or if they're doing work release or they're having a shortened schedule, it just gives it's essentially one class per year that you don't have to have credit for in order to graduate with 27 credits. That's the difference between what's required and what's available. And You can get 31 credits. It's It's 31, right? But if you take off one credit per year, then it goes down to 27, which is our requirement. Um the other is just that the impact on teachers is [clears throat] determined really by their license and the needs of the school. So, it's not automatic that something I just don't want those listening to think well this what it's this automatically means that this impacts my job in a negative way. It may change it, but it's just going to be very situational and dependent on the individual. But, um >> [clears throat] >> looking at it again from the student side, it's just what So, from the student side, that's that's why we structured the graduation credits the way that we did. From the from the teacher side, that's the FTE and the licensure impact of these various decisions. Is what? Before I vote, I'm almost ready. I just want to make sure I'm understanding option number two. So, depending on the course that is cut, it would reduce the requirement from 1 year to half a year, but the class most popular class or one of the most popular classes might still be chosen even if it's not required. Okay. Thank you. It would just be will kids still be motivated to take a difficult a challenging course if they don't have to? They can do it in half the time if they don't take the harder one. If as long as we can message that by taking that AP Human Geography or AP World Civilization and scoring passing, you actually get credit at SLCC or BYU or the University of Utah, that could be motivating. That's right. Mhm. Um one thing that did recently change with that is it used to be a required course at the university, and now it's an elective course. So, already some of that carrot has whittled away. It's not quite as appetizing as it once was for students. And I will say it is such a good course. Like I I have been so impressed with that course as my kids have taken it. I love that you pointed at me when you said the university. I assume you're talking about Utah. No, did I point at you? It was inadvertent. I just think higher education, Brent. >> [laughter] >> All right, Dr. Robinson. Um I don't know what I was going to say. It's so long ago. Um I am watching now. This wouldn't have immediate impact anyways cuz this is sophomores coming up, right? Like so, it would take a trickle down several years before it'd be totally implemented. I'm for providing paths with options for kids. I'm not, you know, I want to look at this a little bit broader. I'm not ready to kind of vote. I want to look at other districts, um and figure out like why we're requiring more, and um what the impact would be. Kids want late start. Freeing up the s- credits would allow them to take a class off every morning and come in at 9:00. That's a great option for people. Um people want to graduate early. So, I don't know. I mean, I want them to have every opportunity they want in the in the world, including some kids want less school. And why should we force them to sit in a classroom when other when their peers are going to another school in our district, and we're not requiring as much. So, I'm having a hard time wrestling with this right now. So. Can I point out something really quick with that? So, this the USBE graduation requirements, This is for current year. It will move up to 3.5 next year. So, um and they're going to drop the electives to 0.5. So, while it will stay at 24, social studies will go up to 3.5 at USBE. So, no matter what other districts are doing or whatever's happening, we still have to fit into what the requirements are. Yeah, my my I guess what I'm trying to say is I just am in favor of following SBEs USBAE guidelines, but Can I ask Can I ask a question just related to this? I raised my hand and someone's ahead of me, but rather than going back to it, I wonder if this is a separate conversation. It might It's I think it's a worthy one, but maybe independent of this vote. Yeah, I I think it's a big That's a really good point. I think it's a bigger boulder that's not really could be not be related, but if I don't bring it up now, then it never will be brought up. Cuz then 10 years on the board, we've never discussed it. So, that's a really good point. Thank you for not raising your hand. Ms. Barrow. I would just like a little more clarification on what Ms. George said about how this would potentially have roadblocks for early graduation. What did you mean by that? So, right now, the only credit that is a full 4 years is language arts. So, the thing that keeps kids coming back their senior year is language arts. So, we've had to kind of get creative and say like, well, you could take creative writing for half the year this year. So, you're taking English and creative writing and and you could take mythology or whatever is your other credit. But, this I think, is a little more prescriptive, where it's like, well, you have to take these specific classes, whereas you can be a little less prescriptive with some of the English classes or the language arts classes. Um so, you might If a student wanted to graduate early and we decided in Jordan School District, we're going to have four credits required of social studies, it would mean that in one school year, a student would have to take like World Civilizations and um this new US civil- or US Constitution, civics and I don't know the right word. But, so, they could potentially be taking two fairly rigorous courses. Whereas, if you're talking about an elective course, you could maybe choose a course that for you doesn't seem as rigorous. So, you're like, well, I could take that one on. I could take that one online at the same time as my other classes or whatever. Does that make any sense? I I didn't explain it very well when I first commented. I think that helps. Okay, Dr. Godfrey. I just wanted to point out that the state will essentially be catching up to us on the amount of social studies credit we require. We currently require 3.5. The state will be increasing theirs to 3.5. It's just what courses we're offering. So, I think a consideration here, before we decide on a motion, is I like the idea that we're keeping the 24 credits to graduate separate from this decision, because that's a very complicated um topic all by itself. I do think we want to think about the way that our classes are offered because if we say, "Well, first period is optional." Right? Then we have a different enrollment each period. So, that would just be something I would caution if we decide that we want to take that away. We We really don't want to take away, um, the I "tease" is such a bad word for what I'm [snorts] trying to say, but the motivation for students to appear in class every period. If that makes sense. And if they're not getting credits towards graduation, then why would they come? So. Okay. Mr. Barnett, I know this was a long time Oh, wait, sorry. One more. Mr. Robinson. I remember now what it was. It was something that would make >> if you don't know. >> it and then I'll I'll rebuttal when I remember. I would just say as you were speaking I looked at our values behind you in the context of this discussion and we ensure all students have access to opportunities that will prepare them for the future. And that could be a reason enough to offer more than less. Well, I'm not afraid of offering more and I think I do remember what I was going to say. So, if we're going to we're going to come back to 24 another day. Is that what we're saying? If we put that aside, but it's going to come back. It's a different agenda. >> I think we should consider it separately. I don't know whether other board members are interested in re-examining that. I don't know about that one. Um, okay. I can't just a quick Is anyone else hoping that we can re-examine um how many credits we require for graduation in Jordan. I was just going to do my own research on the side to figure out what other districts are doing in the state. And I might have more questions after that. I might not. So. I'm the same. Okay. I'm the same. Throw it on the requested agenda items if you decide that's what you want. >> [laughter] >> Yeah. Okay, Mr. Barnett, did you want to make a motion? Let me just clarify the proposal I made. I I wasn't necessarily saying this is my final vote. It was this is the one I'm leaning toward. I'd like to get a little more information. And then if they come back and it's like, uh maybe I don't want that one. Maybe I change my mind, but it in in looking at the options for me, it it it looks like I'm trying to decide whether to take a half of an elective away from a student or give him or her give give the student the the full social studies experience without pulling anything out. Those are the two things I'm trying to figure out. So, do I want to give them the full year for example of world geography at the expense of taking away um an elective. So, give them Yeah, that that's what I'm That is is anyone thinking of something else? So, for me the requiring the full year versus only requiring a half year, but still offering it is where I'm I so I think it's the one you haven't considered out of the three, which would be we still offer human geography and world civilization, but only half of one of those is required for graduation. But you can still take it a full year. So, I think that's the middle one, number two. It looks like Brian has a follow-up question, though. Is that okay? I didn't quite understand the scenario that you were describing. So, how I understand option two is we won't require four social studies credits and we won't take away from electives. We'll simply say we're going to keep social studies at three and a half. And the two courses that used to require a full year, one of those will only require half a year. So, you can opt to take the full year. Yes. And it would be considered an elective if you did. >> Yes. Yeah. Mhm. Ms. Barrow. Um I'm just wondering what the timeline looks like. When will USBE getting you more information? When do you need us to decide if we do really need to decide um what does that timeline look like so we're not leaving teachers and schools in the lurch? Yeah, that's a great question. Um we don't know what USBE will do and when they decide, so we're not sure. But as but we know that this is the essentially what Mr. Barnett said is the question. Like are we going to do this this an elective or a required course? And um it would be helpful to know this before the school year starts so that we can help 10th graders make those decisions as they move forward, so. And it is required for this coming fall, correct? It This change. >> change will affect this fall's 10th grade class. Okay. Thank you. And keeping in mind, if we're talking about teachers, we would in if we went with option two, we would be rewriting a course. And then very likely teachers who have been able to fill their whole schedule teaching one class will not only be teaching a shortened version of that class, but likely have to pick up another subject area that they're going to have to prepare to teach. So, just from the perspective of teacher strain, I would suspect that option three would be a little less strenuous that way. Miss Wood, so I just want to clarify what you said. Uh if if let's take human geography, we're going to change it to only require one semester. Wouldn't that same teacher still teach it the second semester? Or you're saying they'd have to rewrite everything to squish it all in one and then figure out what to do with the rest? I think that that teacher would be able to do in half the time what they have in prior years done in a year. So, that means that the same number of students would only need one semester. And so that would leave the teacher with a hole in their schedule. Am I wrong about that? That's how I anticipate it would go even if we offered a year course. Mhm. You would have lower participation if it was not if a year course was not required. But you would have to change what's being taught. I know we you talked about standards. Do you say 13 more standards? >> more standards in world history than world geography. Um so there there are I think 20 around 22 for world geography and then 30 4 35 for world history. And would the 34 have to be put into one semester instead of two now? Yes. So what would you teach in the second semester? Same course again. So they wouldn't take a full year. Yeah. They would take one semester or the other. >> additionally like an AP world history class which would take the full year. But that would be so a half of it would count for their world history credit and then the second half would count for the elective. But for the people who are not taking an AP class, they would just do the semester and then the teacher would teach the semester and then teach it again the next semester. Got it. Thank you. Mr. Demford. Is this a correct summary? We can either increase graduation requirements to 27.5, keep this increase within social studies, or remove half of a credit of electives. I think that's the summary I would say. We either increase graduation requirements, make this change within social studies, or decrease electives by half a credit. Dr. Robinson. Which one are you guys recommending? We're not. >> [laughter] >> Well, I was going to vote with you guys. If you had to make one. Yeah. Uh yeah, Dr. Godfrey, which one would you cuz I think my my concern's in a different area. I I think this is a a quick decision we have to make for next year which I don't like making quick decisions. Especially that impactful. Sorry, my my button is being a little persnickety. Um I'm concerned about reducing graduation rates by increasing graduation requirements. So, I would eliminate that as an option. It's kind of like when my wife and I are choosing where to go eat, not Chili's, but any other place is fine cuz we went to Chili's yesterday. I'm kind of a limit I'd rather eliminate that option. I don't want to increase graduation requirements and potentially reduce graduation uh rates. Because we did do an analysis of how many students miss graduation by one semester cuz you might think, well, it's one semester credit of social studies, how many people would that impact? Last year, there were 45 students who missed graduation by one semester. Which even district-wide is a relatively significant impact on our overall graduation rate. And it's not about the numbers, it's about individual students not crossing the finish line and the tremendous impact that has on them if they aren't able to do that. So, I feel like it's an appropriately rigorous requirement currently and I would not recommend increasing the requirement. So, I would narrow the choice to uh reducing elective or reducing social studies overall. Dr. Anderson, Mr. Larson, anything to add on that? And I like it when we go to Chili's. My wife's listening. I like Chili's. It's not a [laughter] problem. Mr. Dunford. I will state my strong preference. The The we have it set up is you take two full credits of world studies and one and a half credits of US studies and I would prefer to reverse that. I would prefer that graduates of Jordan School District emphasize US studies more than world studies. I'd motion cuz I'll second it if it is. That's the law. It's we have to do two now. So that would be my strong preferences option number two and I would target world history in junior in sophomore year. Ms. Barrow. I would like to know what kind of a lift I suppose this would look like if we reduce the social studies credits. How much work is that going to be to condense one of those classes to a semester? Um how quickly can that be done uh for our teachers? Um you know, what kind of issues might come up if we do choose to do that and have to reduce a class? Um and then just as a side note because Utah is uh very parent choice friendly if parents have issues with any of our courses, can they opt their children out of certain things? What what does law and stuff say about that? They they can opt out of they cannot take courses, but then they have to meet the graduation requirements one way or the other. They can opt out of material within the course, so they can say this unit about this topic is not something I want someone else teaching my child. Okay. But they can't say I object to American history, so I my child is now exempt from that requirement. But they can uh units. Yeah. And that does not affect their the the the full credits or anything if they opt out of a unit? Okay. Well, the the teacher then is required to give them a replacement assignment. Okay, thank you. An equivalent. I one more thing. Um because Miss Dean has now joined us, I I feel like the sense I'm getting is that some of us might feel a little rushed in making this decision. I would like a little more information uh about going to a half credit, what that might look like, um giving us all a little more time to marinate on this. So, I I'll make that a motion. I'll second it. We don't need a motion [laughter] to to just make this an informational item. It already is. So. That was the That was essentially the proposal is to determine which one of these we want them to go investigate and bring back more detailed information. Yes. I wasn't sure how to do that without saying bring us back information on all three, right? And like let's narrow it down. >> I am ready to rule out number one. Me as well. Same. Okay. I I would kind of like to focus on the second one to see whether or not I would like to it to half a credit for social studies. And if I'm not comfortable with what that comes back, then I am more comfortable reducing the elective side. That's the order. So, um I've talked to a couple [clears throat] social studies teachers after this law was passed by the state legislature and um also I was listening to the uh the meeting on the way here and I I don't feel rushed. I feel fine about removing the first one and I know which one I'm really leaning towards um >> [clears throat] >> so but I'm happy to take more time to learn more about the options but I'm also fine with making a decision about either removing the first option or making a decision right now. So, if I can just summarize, right now it seems like board members are comfortable eliminating option one. Any objections to that? Okay. So, I don't think we have to be that formal. I do think it would be helpful if we took turns sharing where we're leaning on options two and three. Is anyone ready to start? Okay, Mr. Denford, you start and we'll go that way. My preference would be to keep this change within social studies, move American studies the senior year to a full year, and reduce world history the sophomore year to a half a year. It's option two. With the emphasis on history. And I am in favor of the third option. That's the one I'm really leaning towards. Do you want to go next? Miss Wood or should I go? I'm undecided. I would say probably two and then three. I'll do all three choices as Suzanne. Especially the undecided part. I need more information on option two before I can decide. I feel like whatever information you can bring me back on what that would look like to keep it within social studies would then decide whether or not I want to keep it in social studies or if I want to move to the elective. My preference is also number two. I I haven't decided as detailed as Mr. Dunford yet which section or which course I want to reduce. I would like to see a proposal on if it were this class that we reduced what would that look like? What information that we're teaching them now maybe we wouldn't be able to teach them for both of those world classes. Yeah. So, I am leaning towards option three which means we're pretty split which I think says we need more information on both. So, things that I have heard that would be helpful are information on how other districts are navigating this if they've made decisions if there are other districts that are already teaching one of the two either the human geography or world civilizations are those the right um if there are other schools that are already teaching one of those classes in one semester model it would be helpful for us to see how that is being accomplished. Did I miss any others? How how quickly our staff and teachers can move on reducing if we choose to go that route. Are you also Am I doing it right? I just want to be sure I I have so much to say. I just want to be sure I'm doing it right. Um I So, if when we bring information back, one question that sounds like is if the change is within social studies, what's the impact in middle and high school? Where would we make the change within within social studies? How would that come about? >> So, it's really do we make a middle school requirement change? Do we make a high school requirement change? Or do we make a an elective change? It's kind of down to those three. Can Can we put it that way? Can I Can I >> For those who may not know what one, two, or three means that are just listening. Can I add something to your list? I'm I'm also interested in what we're giving up as far as content. If we're cutting it down from a two semesters to one, what content are we not able to teach anymore? That That's probably the most important piece that I would like to to to hear. Yeah. >> And can I just clarify? I don't think we can choose not to teach a standard. We have to teach all of the standards. It's just how much attention we can give to each. That's well said. It's how deep do you go? I think some of you've seen my handwriting. Theoretically, as a middle school language arts teacher, I was supposed to teach handwriting. I was woefully unqualified to teach that. But, I was worried about making sure I met that standard. So, for about 8 minutes one afternoon, we spent time on handwriting and I considered it good. So, really we're not going to not teach a standard, but we might just miss out on a lot that would have been taught. So, as we look at it, we'll we'll we'll talk when we bring information back, we'll talk about the impact at each level and how that will how that will affect how we'll need to adapt to the changes. How's that? Perfect. Is what? So, to Mr. Barnett's point then, will that look something like a rough outline of how much time will be spent on each subject compared to what it was before or something to illustrate give us an understanding of how surface level will these standards become. I'm I'm kind of envisioning it. I'm seeing like my old world history textbook in front of me and how there's the section that we have to teach on, you know, something, but then there's you know, there's the chapter, there we go. And then within that chapter there are sections. And so, it's like, okay, we have to teach this part, but these sections we can leave out or something. That's kind of how I'm envisioning what an outline might look like. Not necessarily time, right? We're going to do 10 minutes on this one and 10 minutes on this one, but just kind of a something that's a little less rigorous, like just just a brief little outline if that's possible. Okay. Is is it clear what we still need? It's all the questions you guys already had when you came in the room. You're You're >> I I think [laughter] that the discussion helps us with what information we need to bring forward. And I'll mention this. When when you're asking about other districts, and when you're comparing with other districts, if you're doing your your own research, as they say, uh I would just as a reminder, the the the credits, even this afternoon, as I was talking about it, I don't understand how the credits work in every other district, and then why they require so many more. The other is that we are different from other districts because we have less flexibility, depending on where we make that change. If you make the change in in ninth grade, you're making it for one just one grade within that school. Many other districts, it's a 9-12 high school. So, you have all of the flexibility to shift things around that you need. Whereas, we have one requirement in one building, and another requirement in another building. So, that adds that other layer of complexity when you're trying to make that decision. We look forward to your return. Thank you so much for being here. We appreciate the complexity of what you're trying to do. Okay, let's move into a report on the recent USASBO conference um that Dr. Godfrey and Mr. Larson were able to attend. So, we will turn it to them. I would like to describe just what this meeting is. I've referenced it in a few different board meetings. It's our annual meeting with the state board, and we have superintendents from each district in the state, and as of a few years ago, the business administrator from each district in the state meeting with the state superintendent, uh the state board president was there, I believe, and other members of the state staff. And they present on the changes to uh the laws that govern public education. And so we get information from the state, but they covered 74 bills, I think, within a few hours. So, we did not have the opportunity to go in depth. We never do. But, it does give us the opportunity to talk in greater detail about some of the more impactful bills. And we have posted two board docs, or two board book, excuse me. And they have posted on the state website the bill book. Each year a bill book is published by USBE. Let me uh reference what the book is not, if I can pull that up really quick. It's not legal advice, and it's not a directive. It's really just a guide to help summarize and help you understand rather than reading thousands and thousands of pages. It gives you an overview of the changes. It gives you an overview of of changes to funding. It uh indicates that there are $9 billion being spent being spent next year from all sources on public education. And that over 100 bills were passed related to public education. So, the the reason I appreciate the opportunity to provide the summaries, to talk about what our process is after the legislative session, because we spend a lot of time talking about trying to impact the outcomes. But, now that we have the outcomes, or we've started to receive the outcomes, because in some cases USBE is required to put out rules to operationalize the law. This is our process for putting things into place. So, first we have this meeting where we all come together in St. George and we spend 2 days going through changes to the law. And we learn from USBE, but we also learn from each other. What are you doing about this? How are you handling this? What ideas do you have? So, we share ideas on how to implement things. Um The The other thing that we do to implement the law is we use this bill book in cabinet and we go through every bill and we assign it to someone in cabinet. Every aspect of district operations is represented somehow by someone on cabinet. And cabinet, for those listening, it's the senior administrative staff. So, senior administrators are assigned aspects of this and then we implement that throughout the year and we use the bill book as our guide in making sure that we're putting everything in place. Sometimes, because of your high-level involvement with the legislature, you'll come with to us with legislative changes that are needed as a result of changes in the law or policy changes that are needed as a result of changes in the law. And sometimes we'll bring that forward after we've done work in cabinet to say, "Hey, we need to do this differently. Is this just a procedure that we do differently or do we need to change a policy from the board?" So, this meeting was our starting point on that. Um given that the bill book is nearly 90 pages in length and we've talked about a lot of these bills, uh I wasn't going to go into detail on bills specifically, but if you have questions, one of the three of us would be happy to answer those. John, what else would you add about the meeting? While you're thinking about whether and what to add, I really love that we have invited the business administrators to this meeting so that we have that uh >> [clears throat] >> in a combined meeting. We do break out and separate. But, we're always John and I meet every week. And we're always asking, "So, what did they say in your meeting? What did they say in your meeting?" And this is the one chance where we all hear the same thing at the same time. And we don't have to inform each other of what we heard in each other's meetings. There's always a little bit of a different perspective, you can imagine. Um the business administrators, I believe, hold a much more efficient meeting because just of the nature of the audience there in that meeting, but um they're good discussions in both. So, I I appreciate the chance to sit with John and and work through all of this together. We had a legislator visit. We We generally have legislators talk about bills that have passed as well. So, um it's it's productive, but it's only the very beginning of what it takes to implement changes in the law. Uh good summary. I have I I did check my notes. I was typing away as fast as I could. I had 74 new laws with notes on it. Uh the bill book covers about 86 new laws. So, a ton um to to go through there. Uh we did hear from another speaker was uh Rich Nye from the governor's Right. That's right. >> education liaison. It was So, hearing from the state superintendent, Rich Nye, a legislator, uh the state Board of Education staff. Uh it is a fire hose though, for sure. Um and a lot to go through. And actually, this year it was less changes than most years. Any questions? I have one question. Can you tell me I what I had hoped this meeting was was like, oh, we have some rules and guidelines for you, but really that wasn't the case. When do we start expecting to see those responses to the bills from this last session from USBE? Um I think some of that they'll prioritize what's implemented first. Um the the dates that things become effective will vary depending on uh how the legislation was written. But as soon as we hear updates, we'll let you know. There are some that don't require more information from USBE. So, we'll just start bringing those to you. Um you can kind of use this as a checklist. It'd be hard to say exactly what the timeline would be, but we'll bring it to you as soon as we know more on each of these. I'd say within the next 2 years. >> [laughter] >> Starting next month. >> of those go into effect in July. That's terrifying. The implementation dates are typically May 6th, July 1, or December 31st for and for education purposes, it's almost always May 6th or July 31st because we're our Yeah, July July 1, not 31st. June 30th or July 1st. It's just in that fiscal year. Feels fast. >> If I can highlight one of the presentations we had was about a 40-minute presentation on all the new truth and taxation laws that went into effect and trying to understand those changes with a new timing including timing of public notice much much earlier than before. So, a lot of movement that way. So, a a focus like Superintendent was mentioning a fire hose on many bills and then focus on some areas. TNT was one of those areas this year. And a lot of changes in that arena. And that won't be the State Board making those rules. That'll be the State Tax Commission. And I did look at a document they have which is interesting because I already looked up one of the things. Mhm. Dean, sorry. So, I was just looking at page 11. These um fiscal year 2027 requests. And so, request means that they're not necessarily approved. And then also, I'm curious about what the APEX Center Applied Professional Education Experiences if you know about any of these things. Cuz that's a 35 million one-time and then also the There was another thing that caught my eye too which was the Oh, where is it? Um Oh, right here. The Catalyst Center and Catalyst Center Supplemental. And I I get it's just one-time, but it's like a hundred million dollars. Do you have any ideas about those? What they are and if they affect Jordan School District at all? Catalyst Center is essentially our tech centers. Okay. >> And it's the push by the legislature to try to have more tech centers throughout the state. That 35 million once one-time catalyst center supplemental is or was our school fee money. Okay. That reallocated. And Apex is the new term for catalyst center. Okay. Okay, so it's all the same thing. Yes. But is So, but then those are three different appropriations. Yes. Okay. Thank you. I I was just curious about that. Thanks. Mr. Anderson. Yeah, just to follow up to the the bill implementation dates. There were three, maybe more prominent exceptions or or dates in there in bills this year. One is um the high school activities association changes. Those take effect August 1st of this year. That was done with the intent to not make a change for this year. Like summer for high school sports will remain the same in July or can remain the same in July. Takes effect for August 1st, effectively making it um implemented next year. The other notable date that was out there for school safety is that panic buttons are now going to be required by the end of June of 2027. There wasn't a date on that previously, but they did put it on there. And that that RFB process is is still is kind of ongoing. And then um the the third one um dealt with the requirement in HB 273 for the state school board to have a model policy out for screen time. That was Aerial the Phase Balance Act. So, December is when the school board is the USBE is required to have a model policy. So, those are probably three more specific dates for those three prominent bills within this. Can I ask what the negative numbers are in the ongoing column for appropriation? What does the negative number mean? Reductions. Thank you. Mr. Larson. Well, one of the things that I uh had clarified at this meeting that was not clarified at the UASBO meeting that we had a while ago was that the increase in public education funding this year is coming from uh projected increases in property taxes, not in state funding. And because the if you recall from my presentation a while ago, the state actually counts the property taxes part of their state funding piece. So, that was a great clarification that I appreciated receiving. Okay. Well, thank you for taking the time and going to the meeting. Um and we'll look forward to more information as it becomes available. We do have um a few items that we could do in closed session now to reduce a rather hefty closed session later. Are board members in favor of a closed session prior to going out to listen to the the Youth Symphony? Yes. Great. I'll take a motion. I move that we go into closed session for character and competence of individuals, property, potential litigation, negotiations. I'll second it. May we have a motion by Ms. Barrow, a second by Dr. Robinson, that we go into closed session. And um at the end of closed session, we will resume our meeting here at the JATC South building. So, we'll take a roll call vote. Ms. Dean? Yes. Ms. Wood? >> Yes. Dr. Robinson? Yes. Ms. Barrow? Yes. Mr. Dunford? >> Yes. And Mr. Barnett? >> Yes. I am also a yes. So, stand by and we will be back at 6:30 for our regular business meeting. We are now in closed. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Welcome. Welcome everyone to the Jordan School District Board of Education Business Meeting. Um, we are excited to have a a fine group here with us tonight. Today is Tuesday, April 28th, 2026 and um joining us in our board meeting today, we have all members of the Board of Education, our board attorney, Mr. Paul Van Komen, our superintendent, Dr. Anthony Godfrey, our associate superintendent, Dr. Michael Anderson, and our business administrator, John Larson. So, we are excited to welcome Mountain Ridge High School this evening to get us started. We're going to begin with the national anthem and um we will hear that from the Mountain Ridge High School Magicals under the direction of Kelly DeHaan. So, we will turn it to you guys for the flag ceremony and anthem. Oh, say can you [singing] see by the dawn's early light, what so proudly we [singing] hailed at the twilight's last gleaming? Whose broad stripes and bright [singing and music] stars through the perilous fight, o'er the ramparts >> [singing] >> we watched were so gallantly streaming? And the rockets' >> [singing] >> red glare, the bombs bursting >> [music] >> in air, gave proof through [singing] the night that our flag was still there. Oh, say >> [singing] >> does that star-spangled banner >> [singing] >> yet wave the bombs bursting >> [singing] >> in air, gave proof through [music] the night that And the >> [singing] [music] >> home of Color Guard, post the colors. We will now recite the national the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. The audience may now be seated. >> [applause] [applause] >> What a treat. That was beautiful. Thank you. Okay. We will now um invite Brinley Dalton, the junior class vice president and student body officers from Mountain Ridge. Oh, sorry, they did the Pledge of Allegiance. I apologize. It's another agenda item for me. Okay. We'll now have our reverence from Cameron Barlow, the SBO vice president at Mountain Ridge High School. >> This year at Mountain Ridge has been one one of the most amazing and exciting experiences I have ever had. From taking classes with friends to being part of our incredible choir program to attending nearly every sporting event I could. And last but certainly not least, serving in student government as a student body officer alongside others who love Mountain Ridge as much as I do. It has truly meant a lot to me. As I've been I've only been in student government for my senior year, I got to see how it helps our school from the perspective of of a student and a student leader. I have planned events, served others, and tried to be an example to other students through this wonderful opportunity. And I can see all the good it's it brings and the change it inspires in all those around me. As graduation gets closer, one thing I've been thinking about more and more is how intimidating change can feel. But as I've learned that but I've learned that it is only scary if we choose to see it that way. There's a quote from the author C. S. Lewis that I'd like to share. Isn't it funny how day by day nothing changes, but when you look back everything is different? Coming into Mountain Ridge, I was a quiet kid who stuck to my comfortable close friends and kept my guard up completely. I attended sports and events, but I didn't connect with my school very deeply. I would choose to go home for lunch instead of staying at school or asking others to go to lunch with me. As junior year started, I decided to push myself and meet new people, try new classes, and go to more events ending the year with my current government advisor inviting me to run for student body office. And this year has been better than I could ever imagine. With going and supporting other students in my school sports, competitions, and performances, it's truly been an amazing way to close out my time at Mountain Ridge. This change has happened The change that had happened were was slow and it did not happen overnight. But looking back, I can see how the quiet kid from middle school grew to be more outgoing and mature, and my school has played a huge role in shaping me into that person. I hope that you can realize how much student government and our school events mean to me and my peers around me. I also know that these kind of things can unite a school and I have witnessed it firsthand. As we close out this amazing school year, I want to thank you for making such a meaningful impact on my life. You've given me memories I will I will always look back on. I know you'll continue to create those same same memories for many students in the years to come. Thank you. Hey. We will now have um Anna Elgren, the SBO president at Mountain Ridge High School for our Celebrating Schools. >> [clears throat] >> Hello Jordan Jordan School District Board members. I'm Anna Elgren, Mountain Ridge High School's 2025-2026 SBO president. I am so thrilled to be here today to share with you Mountain Ridge High School's accomplishments throughout this year. Being a part of the SBO group, we got to choose the school year theme. The theme for this year is you're going to go far and in many ways we have shown that theme. Today we're not just here to talk about achievements. We're here to celebrate what it truly means to be a Sentinel. I was told to keep it brief, but I'm so proud of my fellow Sentinels. This speech is only a fraction of how truly incredible Mountain Ridge High School is. This year Mountain Ridge has shown what happens when dedication, talent, and heart come together. Across academics, arts, and athletics, our students have pushed boundaries and raised the standards of excellence. Let's start with something unforgettable. Our season of scarlet. This is our charity season. Through passion, unity, and an incredible sense of community, we raised $126,009 for Be Brave Bailey. This has helped so many burn survivors and their families. That number isn't just impressive. It It the power of students coming together for something bigger than themselves. Our community is growing stronger every single year. Our choir program has reached extraordinary heights this year. All six choirs earned perfect scores at their region events. We sent more solo and ensemble performances to state than any other school in Utah. And our madrigals earned perfect scores at state. With over 100 performances in the community and an upcoming opportunity to represent Utah at the state capital in Texas, our choir students have truly made their voices heard both locally and beyond. >> [clears throat] >> Diving straight into the pool, our swim team continues to dominate. They've secured their fifth consecutive region championship sweeping every single event. In nearly every race they didn't just win, they took first and second. That level of dominance speaks to relentless training, teamwork, and pride. On the field, our football team has made history. Undefeated at home, undefeated in region play. They became region champions for the first time ever. Achieved the best record in school history and made their first semi-finals appearance. They even defeated Bingham High School for the first time, something they thought was nearly impossible. Individually, Jackson Hunt was named region two MVP and set a new single game passing record with 38 completions and 419 yards. And Cutler Cutler Whitaker earned recognition as a Sports Illustrated Player of the Week nominee. These moments remind us that history is made by those willing to go further. Our girls volleyball team has also had an incredible season earning the title of region champions finishing fourth in 6A state and achieving academic all-state honors. They tied at the best win-loss in record his school history proving that excellence in the classroom and on the court can go hand-in-hand. Our drill girls have the biggest team making school history once again. With 40 lovely girls they were able to compete in our military routine. They received the program's first first place beating the top two teams in the state. Additionally, they competed in the state finals competition placing in the top nine in the state. Um Sorry, excuse me. They also had the opportunity to perform at the Utah Jazz halftime show. Their hard work and determination shows in every aspect and we are so proud of them. Our girls wrestling team shows up and shows out. With a two-year reign of state champs, they don't just win, they dominate. They conquer and represent our school and themselves very well. They never fail to impress us. In girls tennis, our athletes fought hard to earn third place in region and a trip to state. Unfortunately, this year we lost one of our amazing sentinels. This brought our girls together and pushed them to do their very best in honor of her. Our regards, love, and thoughts go out to her and her family. In academics, we celebrate an outstanding achievement. Breille Golbranson, one of our beloved Madrigals, was named state Sterling Scholar for world languages. An honor that reflects not only intelligence, but dedication and passion for learning. We are incredibly proud to call her one of our sentinels. Our cheer team has competed at four local competitions and nationals in Orlando and qualified for state and placed top three at divisionals while also taking on two new divisions. Beyond competition, they supported our school by cheering at football playoffs and both boys and girls basketball games at the Huntsman Center. They hosted a mini cheer camp and stayed actively involved in the community. This year >> [clears throat] >> Mountain Ridge DECA has achieved incredible success. We qualified 21 students to the International Career Development Conference. We've also completed 11 strong projects with extensive community involvement showing that leadership goes beyond the classroom. 50% of the students who went to state became finalists. Our school earned a gold seal and our chapter achieved gold level recognition in both the DECA membership campaign and the DECA promotional campaign. With 180 registered members, Mountain Ridge High School stands proudly in the top five DECA chapters in the state of Utah. At Mountain Ridge High School, our accomplishments reflect both excellence and school pride. All of our programs, arts, clubs, sports, teams, staff members, and students work hard and truly embody what it means to be a sentinel. When you look at all of this together, the championships, performances, leadership, academic honors, and service, it tells a bigger story. It tells the story of a school that shows up. A school that works hard. A school that supports each other. A school that refuses to settle and continues to go far. In these past seven years, we have seen that Mountain Ridge is more than just a school. It is a community built on experience of excellence, respect, and pride. A place where knowledge grows and bonds are formed. And if this year has shown us anything, it's that we are just getting started. Mountain Ridge High School is going to go far. Thank you. And remember, we're not just strong, we're sentinel strong. >> [singing] [singing] [singing] [singing] [applause] >> Before you guys leave, we would love to be able to recognize you up here. But um before I invite these students up, I am I would like to invite anyone who is here supporting these students at Mountain Ridge High. So, whether that is employees or parents, would you please stand up and let us acknowledge your work? I hope there are none here. LOOK AT OH, GOOD. >> [laughter] [applause] >> THANK YOU. YOU HAVE A LOT TO BE PROUD OF. All right, students, we would love to thank you for being here and shake your hand. We also have a pin for each of you. If you are willing, will you please come over on this side of the dais and then just walk down the row and we'll give you a handshake and we'd like to invite all of the students here from Mountain Ridge. Thanks for coming tonight. Appreciate you being here. Thank you, guys. It's good to have you here tonight. Thank you. Great to have you. Thanks for coming tonight. Thanks for being here tonight. Appreciate you being here tonight. Thanks, Sydney. Good to see you here. Thank you so much. Thanks for being here tonight. Appreciate you coming. Thanks, Brennan. It's nice to have you here. Thanks for being here. Appreciate it. Dude, you killed it. Your voice is awesome. Oh, it means a lot. Yeah. Thank you so much. It was different, but That's why we're here. I told them I told them that it was different. Great summary. Good. Thank you. Anna, you killed it. I love you. Awesome. No, it was perfect. Thanks for being here. You guys sounded You guys killed it. We'll hear more from you guys. Thanks for being here. Yes. Hey, you got it when you when your choir director actually penned the penned the verses to Thanks for being here. Appreciate you being here. Appreciate you being here. Appreciate you coming tonight. Thanks for coming. Great to have you here. Thank you. It's wonderful. Thank you. Come in. Oh, thank you. Thank you. Appreciate you being here. Thanks, Eli. Appreciate you being here. Thanks for being here. Max, thank you for Thank you. Brandon, thanks for being here. Carter, nice job. Thank you. Eli, thank you. Thanks for being here. One of the best parts of our business meetings is being able to see these awesome schools. Thank you again for being here. Okay, let's move into board member recognitions. I'll start. I never get to start on this one. Um It it It feels like May-cember starts earlier every year and this is one of the funnest times of the year as we get to celebrate student accomplishments across the district. Um and the first one that I wanted to mention are our Jordan School District Teacher Fellows. It was so fun to go and watch our first cohort of faith teacher fellows finishing up their programs this um a couple of days ago, last week. Um these teachers have put in a ton of effort and really have become a blessing to our entire district. So, a huge thank you to those who have put in the effort to go the extra mile as teacher fellows and also to our Jordan Education Foundation who sponsors that program. Um I also got to be um attend the Antelope Canyon Elementary School production of Seussical the Musical. So fun and whimsical. They did a great job. Um [snorts] a shout-out to West Hills choir who has not only been practicing their talents by performing, but they've been going to senior centers and performing and then taking time to interact with the people there, which I think really displays some of the characteristics in our portrait of a graduate. And then finally, we had HOSA state. So, for those who are not familiar, HOSA is for students who are interested in careers in the health industry. And we had a great showing this year. I'll start with Copper Hills because I'm a little biased towards them, but for the first time in 10 years, their advisor told me they had some students qualified to go on to nationals. Um so I would love to give a shout-out to Ashley Cheney who took first place from Copper Hills in surgical tech. And then in community awareness, we had second place from Copper Hills and those students were Ellie Crowther, Eva Wambeck, Shaylee George, I'm a little partial to that one, and Zoe Franson. Um we also had some winners from Bingham. Uh that was Savannah Worthen who took first place in clinical nursing and Jordan Pullen who took second place in clinical nursing. We also had our JATC campuses were well represented. So, we had two winners from JATC South. Um so, one of those were they were both in emergency medical technician. So, that was Russell Capri and or Capri Russell, excuse me, and Haley Lancaster. And then JATC North, as you can imagine with a lot of our health programs really um made a great showing. So, from JATC North, we had Lara Jacobson in dental science and parent uh patient care technician, this was a group project. So, Savannah Perry, um Davacar Meram, and Tahelia Dody. I apologize if I'm ruining names. Um pharmacy science, Holland Patrick. Um and then also in pharmacy science, Dylan Udy. And in dental technology, Madeline Kennington and um Lara Jacobson. And in pharmacology, Rexton Escoville. And then from Riverton High School in extemporaneous writing for health, we had Delaney Anderson. So, these are just the students that qualified to go on to Indianapolis in um to go to the national level. But, we had lots more students who qualify or who received top 10 honors. I love to see that students are pursuing their passions and finding it early. So, congratulations HOSA winners. Next, um I was also able to attend the Teacher Fellows presentation. And I thought it was amazing. I was just blown away by the amazing teachers that we have in our district and the projects that they wanted to do and that they were able to accomplish and how that really elevated the schools they were at and how it um affected the whole community of their school and really helped the teachers and the students, no matter what the project was. I loved all of them that I was able to talk to in depth. There's probably a handful of teachers I wasn't able to get to in time. But, I really appreciated their projects and I really hope that we can apply what those projects were to a lot of our other schools. There were so many programs that I was like, are you going to spread this around? Are we going to share this with all of our other schools? Cuz this is amazing. So, I just really appreciate all of their hard work and the projects and the time that they took. So, thank you to our first cohort of Teacher Fellows. It was wonderful. Um I also was able to attend uh college and career day at Valley High School. That was a lot of fun. I've been spending some time there getting to know the staff and the students. And it was a really wonderful event for our students there at Valley. Um, there was really great community turnout. So many uh companies and colleges that were there talking to our students. It was a really wonderful event. And I also just wanted to acknowledge that teacher appreciation week is coming up and some schools have already been celebrating, but I'm really excited to celebrate our teachers and appreciate them. So, don't forget to appreciate your teachers. Lots of exciting things in the district. Um, we will now move on to superintendent's recognitions. Thank you very much. First of all, thank you for uh for 75% of Mountain Ridge's uh student body coming tonight. Um, it was great to see such a wonderful showing. And to all those students who are here earning government class credit. No other no better place to do it here. I know you could have chosen city councils. Thanks for making us your number one choice tonight. I appreciate that. Um, if you need anything signed, we have staff around that can help you. Anyone in a tie on the third row, they love to give autographs. So, um, feel free to stop by and and grab a grab an autograph or from any of us. Um, but we appreciate those teachers who help uh provide those opportunities. I also uh want to speak about the teacher fellows. They did a great job and it just shows how many good ideas are not being shared adequately. I when I see that, I think how many more ideas are out there that we didn't get to hear about. So, uh I'm really pleased with how well that's gone these last 2 years and look forward to continuing that. I also want to thank the outside partners that we have that help enhance the work that we do. Um we have in particular tonight I want to talk about the Chamber of Commerce, both uh the Mountain West Chamber and the South Valley Chamber. The South Valley Chamber today sponsored a Junior Women in Business Luncheon that I was able to attend where those who have gone through the program for the year graduate and it's really wonderful to see outside entities and businesses investing in our students through throughout the course of their senior year and really providing some extraordinary opportunities for them and helping them envision a future for themselves that would be difficult without that outside perspective and support. And then the Mountain West Chamber next week has a teacher appreciation function that I always look forward to. They really have organized in a nice way wonderful luncheon and the swag is something to behold. They really take good care of these teachers as they should and it really has a a deeper impact when it's the outside entity that is not required to do that, but they go out of their way to be sure that they're highlighting teachers. So thank you to all of our outside partners who help support our teachers and our students and make these opportunities possible. Thank you. I feel like Dr. Godfrey is always somewhere. He stays so busy. We appreciate that. Okay. Let's now move into um Sorry, just get to the right spot here. To our public comment section of tonight's agenda. So a couple of reminders as we begin. Um the Board of Education encourages public engagement. We value the input from our residents, students, and employees. Um but a few reminders, the board will not take public comment on personnel issues or statements regarding the character, professional competence, or physical or mental health of an individual during board meetings. If you have concerns to that end, please email those to us individually as a board. Um next, those wishing to have comments heard by the board are asked to list the topic that they intend to discuss as well as their name on the sign-up document. As you were coming in, there was a document or a computer where you could sign up. If you missed that, it's not too late. You can still sign up. A reminder to keep comments age-appropriate. The board does not discuss issues that are not on the meeting's agenda. The board may ask staff to follow up on issues raised or may address them at a future meeting, but a reminder that silence by the board on an issue does not suggest support or opposition to the message being given. Um so, right now we're going to open public comment for items not listed on the agenda. In-person comments will be heard first and then followed by comments received electronically. A reminder that both in-person and emailed comments can last a maximum of 3 minutes. So, please be respectful of that time. There's a little alarm that will beep um when that time is up. And when you're called to the podium, please remember to state your name as you begin your comments. So, tonight I only have one name signed up. Those of you who are here for government, you chose such a short agenda. Nicely planned. Um so, we'll now hear from Devenaire Holland. Hello. My name is Devenaire Holland. I am a kindergarten teacher in Herriman in the Jordan School District. Um and I'm here as the president-elect of the Jordan Education Association. I just wanted to introduce myself and to say I'm so excited to work with all of you and to help our teachers and through our teachers our students to be as successful and achieve all that we can. Welcome. Thank you. Okay, was there anyone else who was hoping to speak in public comment that missed this sign up? Okay, do we have emailed comments? Oh. Sorry, yes. Come on up. Make sure that you tell us your name prior to starting. Hello, I'm Lauren Hawkins and um I just was um noticing in all our schools that we don't have like recycle like designated recycling bins or like compost bins. And I also noticed that a lot of our schools also have greenhouses. And so I think like the like having compost bins um could help like engage the schools in like greenhouse classes and stuff like that. So. Thank you. Thank you. Okay, do we have emailed comments? A couple of these were from uh 2 weeks ago. There were people that thought there would be public comment 2 weeks ago, but there wasn't. So I'll read those tonight. Joseph Gorman. Dear board, my apologies. I am out of town and unable to attend the meeting tonight. I wanted to take a moment to strongly support the proposal of field houses as the head wrestling coach for Riverton. We desperately need a bigger practice space. About a year ago, I led a group of wrestlers, parents, and coaches who spoke to the challenges we face on a daily basis. We have 70 kids on the team in a space that fits about 40. I've been running two practices a day for the past 5 years to make sure everyone on the team is able to get mat time. We are a top five team in the state >> [clears throat and cough] >> and no other team in the top five has the facility constraints we do. All those teams are able to safely fit their entire team into one room for one practice. I shared pictures of other wrestling rooms with some board members to show the discrepancies. Some board members came to one of our practices last season and were able to see firsthand how crammed we are in our current space. I hope they can speak a bit tonight about that experience and what they saw. I am hoping short-term we can expand our room into the neighboring weight room, which has been proposed as a summer project by Principal Weight. Long-term, we absolutely need a field house. Many other districts already have them or are building them. Jordan is falling further and further behind. These spaces can be used to improve classes and academics as well as athletics, PE, yoga, and EMR among other classes use the wrestling room on a regular basis. Our girls team is still confined to the tech atrium, so this would give them a space of their own as well. In conclusion, I really hope you will move forward with the field house construction. It would help the community greatly and would help put us on a level playing field with other districts when it comes to athletic facilities. Thank you for your time. Joseph Gorman Jackie Barron Dear board members, I have had my boys in the RHS wrestling program for about 8 years with three of my sons participating in wrestling. The amount of growth we've seen with coach Gorman has been incredible and we have more than outgrown our wrestling facilities. I've had to split up practices because all the team members can't safely be in there at the same time. Still, they have very little room to move around. RHS wrestling under the direction of coach Gorman has become the coolest sport at Riverton. The youth program is booming preparing state champs for years to come. Wrestling literally saved my oldest son's life as he dealt with self-worth and mental health pro- programs. The team is unified, supportive, tough as nails, and creating hard-working leaders that the world needs. We don't want to discourage kids from wrestling because we don't have the space to accommodate them. We are in desperate need of bigger facilities. Please, please, please approve bigger and new facilities for Riverton High School. It's definitely time. Jackie Barron Chelsea Huntsman Dear members of the Jordan School District Board, I am writing to you today to express a significant concern regarding recent administrative directives concerning the allocation of seventh period assignments for our educators. It is vital for the health of our schools and the morale of our staff that the board maintains the existing policy which grants principals the autonomy to manage their full-time equivalency FTE as they see fit. Providing teachers with the option to take on a seventh period is a multifaceted benefit to our district for the following reasons. Teacher retention and recognition. Many of our most stellar teachers actively want these additional periods. Allowing them to do so is a tangible way to show appreciation for their expertise and willingness to go above and beyond. It validates their hard work by fairly compensating them for their extra time. Fiscal responsibility. Utilizing current staff for seventh period is is often significantly more cost-effective than hiring additional personnel to cover those sections, saving both the individual schools and the districts of substantial funds. Principal autonomy. The current policy allows building leaders to make decisions based on the unique needs of their students and staff. When this autonomy is undermined by district-level pressure, it weakens the leadership structure within our schools. I am particularly concerned that new principals in our district may feel pressured to buckle to demands that contradict established policy. It is essential that our leadership feels empowered to push back against directives that do not serve the best interests of their specific school communities. I urge the board to reaffirm its support for principal-led FTE management and to ensure that seventh period opportunities remain available for the dedicated teachers who wish to pursue them. Thank you for your time and for your commitment to the teachers and students of the Jordan District. Thank you for advocating for teachers. Chelsea Huntsman. >> Okay. I'll now accept a motion to approve the consent agenda items. I move that we approve the consent agenda items A through D. Second. We have a motion by Ms. Barrow, a second by Ms. Wood to approve consent agenda items A through D. Um, that is board minutes, teacher and student success act plans for 2026-2027 school year, school land trust plans for the 2026-2027 school year, and proposed revisions to the 2026-2027 school year calendars. Is there any discussion? I'll take just a moment to give a huge thank you to those parents who have worked on their school community councils to prepare the land trust plans. As a board, we read all of the TSSA plans and the land trust plans and recognize the amount of effort that goes into preparing those. And we are so grateful for the data-driven decisions that are happening inside of our schools. >> [snorts] >> Um, and then just a quick heads-up on the proposed revisions to the school calendars. So, we had an updated or a law that passed in this last session requiring us to update a calendar that was previously published. Um, that is just in regards to the health and wellness day being moved to a professional development day. So, for those listening from home or confused, that's why that already approved calendar is back on our agenda. Okay, any other discussion? All right, hearing none, all in favor, please say I. I. And any opposed? All right, motion carries unanimously. I move that we accept the um motion Sorry, let me try that again. I move that we accept the consent agenda A through C expenditures, financial statements, and non-compliance report. Second. We have a motion by Ms. Wood, a second by Ms. Barrow that we accept the consent agenda items A through C. Um is there any discussion to that motion? Okay, hearing none, all those in favor, please say I. I. And any opposed? All right, that motion carries unanimously. Are you Are you taking motions on bids? Yes. I move that we accept the bid for um legal services for the Board of Education. I'll second. A, we have a motion by Ms. Dean, a second by Ms. Wood that we accept the bid for our legal services for the Board of Education. Is there discussion to that motion? I will just add thanks to Mr. Paul Van Komen who has done a wonderful job of keeping this district on track and making sure that we minimize um spending money that should go to students in the courtroom. So, we're very grateful for his work and grateful to be able to continue to work with him. All right. All in favor of that motion, say I. I. And any opposed? All right, the motion carries unanimously. I move that we approve the bids for career and technical education Apple computer labs and HP computer labs. I'll second. Okay, we have a motion by Ms. Barrow, second by Ms. Wood that we approve bids for CTE Apple computer labs and HP computer labs. Is there discussion to that motion? Hearing none, all in favor, please say I. I. And any opposed? Right, that motion carries unanimously. I move that we approve the bid for student services Panorama annual contract license. I'll second. 7D, oh, sorry. That's okay, I'll second. Back to 7D after we >> Yep, we can. All right, we have a motion by Ms. Barrow, second by Ms. Dean that we approve the bid for Panorama annual contract licenses. Is there discussion to that motion? Hearing none, all in favor, please say I. I. And any opposed? Okay, that motion carries unanimously. I move that we accept the bid for pharmacy benefits manager. I'll second. A motion by Ms. Dean, second by Ms. Wood to approve the bid for insurance services pharmacy benefits manager. Is there discussion? I need to hear a little bit about this one. Primarily because of the cost, I don't understand exactly what we're paying for. A pharmacy benefits manager, you might look at it as a uh the administrator of pharmacy claims. So, if as an employee goes to a pharmacy and receives one of their prescriptions, the pharmacist puts it in and that is run through a system through uh an administration company that then uh connects that up with the data on your deductibles, your co-pays, out-of-pocket maximums. It's up to uh connects it with our insurance plan. And so, the dollar amount is very large because it includes every single prescription we pay for across the district for 5 years. That's why. It's not all of that money is not going just to them to do this. It's uh but that that's the money for prescriptions that's being uh um that flows through. Yeah, it it's not just uh a software subscription. It includes the actual prescription itself, the the medication. Yes. And and it's for 3 years or for 5 years? No, it said three 3 years. Sorry. Yeah, great correct correction. It's uh Yeah, it includes all those pharmacy payments. And so, they're including they're they're estimating it's an estimation on how much we we anticipate we'll be purchasing. Yes. Yep. All of the employees of the district who who have health insurance. Yep, so anyone who has a prescription they fill is part of this. Yep. That's why it's $11 million a year. That's how much our employees spend [snorts] on medication. >> [laughter] >> Okay. A lot of aspirin. I have a question. Do we have any way to uh monitor employee satisfaction with this company? Um, if I recall that was part of the bid process. Um, I may ask the director of insurance to come up and help me with that, but we do have a insurance advisory committee that's been established for many years now where we have three licensed employees, three ESP employees, and three administrator employees that come and talk about different challenges or concerns they have with our uh, medical plan including including pharmacy. And uh, we go through those, talk about the plan, plan changes, or any challenges we're having, and then that group will discuss resolutions or suggestions how to move forward. Um, they're aware of this going out for bid as well. Um, so that's where I would assume those type of things would come. >> I asked that cuz if I was voting based on my personal experience, I'd be voting no cuz I've had couple problems with them, but if I'm an outlier, then I'd vote yes. >> [snorts] >> Yeah, so when I hear about any challenges like that, my first suggestion is that the person reach out to our insurance department. >> And they were awesome. They solved it, but Yeah, perfect. That's that's wonderful. That's what I like to hear actually because if you think about all the scripts that are happening across the district, um, there's a lot going on. And if something goes wrong, our insurance department can help people work through that and figure out, wait a minute, why did this happen? How do we correct it? And work with the PBM or our medical administrator to make sure it doesn't happen again. Just cuz one person has a bad experience doesn't mean it's collectively bad. So, that's as long as you can assure me that other people are not that way then Well, I'm I'm sure there's others that have had a bad experience and we're trying to just work through those. Yeah. >> But part of the bid process is to make sure we're getting a a good deal that the service is up to par as well. Thank you. Did notice that it it said it's a about a million-dollar savings over prior years. Is that right? Yeah, the estimated cost savings over the prior year would be a million dollars per year. But this um is not the first time that we've contracted through Express Scripts, right? That's correct. Yeah, we've we've used them before. >> this year? Say that again, sorry. >> Just outbid themselves this year. How are we saving if it's the same company? Yeah, that well the cost of prescriptions are constantly changing. That's something I've I've learned in all of this is that a prescription is not a static price. A prescription will change its price daily and it's moving and so part of this renewal is resetting all of those to new rates and new uh programs that are available to lower cost. There are new prescriptions, new drugs, if you will, available every year and so they're getting those in and um making those available. This This is uh Bonnie Brennan, our director of insurance. Awesome. Hi, good evening. Um There are so many complicated um steps in the PBM. Um to your point there there we're always going to have issues with the PBM. It's a very complex system and we hope that if we do hear them, we can get them resolved. And and I think that's where we're at. Um if we continually have the problem and we couldn't get them resolved, then there would be a a big issue. Um there's savings with updating the contracts, with the way rebates are handled, the way daily um prescriptions, like John was saying, going in and out of the system. We have a vendor that will audit them as well, making sure that the pricing is um changed. It changes on a daily basis. Um so we're confident that because we have those um step those companies behind the scenes making sure that they're holding the PBM to their contract, um that's where those savings are going to come from. Any other questions? All right, hearing none, those in favor of the motion, please say I. I. And any opposed? Okay, that motion carries unanimously. I move that we approve the bid for facility services remodel portable classrooms at multiple locations. Second. We have a motion by Ms. Dean, second by Mr. Barnett that we approve a bid for remodeling portable classrooms at multiple locations. Is there discussion to that motion? I have a question. Um I'm curious why we contract out instead of doing this in-house, whether through students or through our own employees. >> similar to a lot of the other summer projects or projects that we end up doing. There's a lot of time constraints with the the facilities maintenance crews. So, typically we there's a little bit that suffers on the on the maintenance side if we we dedicate them to some of these upgrades. Any other questions? All right, hearing none, all those in favor of the bid, please say I. I. And any opposed? Okay. I move >> carries unanimously. Sorry. I'm sorry. Okay. Can I make a motion? Please. I move that we accept the bid for facilities services shade canopies at Bingham and West Jordan high schools. Second. A motion by Ms. Dean, second by Ms. Barrow to approve a bid for shade canopies at Bingham and West Jordan high school. Any question or sorry, discussions to that motion? I have some some big concerns with this. Um, give me just a minute and I'll I'll try to ex- express them as best as I can. So, covering playgrounds with shade canopies, this this came up this item came up my understanding it came up because a small child uh burned their their foot on a on a hot playing surface. Um, and this is the solution that we're offering for that scenario. I I'm interested in addressing the issue, but I don't think spending a hundred forty thousand dollars for a shade canopy at one school and 140 thousand dollars for a shade canopy at another school is the best solution to this particular problem. And part part of the rationale is we have I think over a hundred playground areas. Elementary schools typically have a kindergarten one and then a older child area to play. And then we have all of our high schools that have um a preschool area to play. So we have probably over a hundred of these play areas. And I think going down this road is opening uh an expensive door. You know, we we established what I thought was a really good precedent when we started talking about field houses as an example. We didn't want to build one field house at one of the high schools and then try to build another one at another one the next year. We didn't think that would be fair. Um and we didn't want we didn't just want to build one. We wanted to provide field houses to everyone. It was either one or no one. It was Excuse me, it was either everyone or no one. So what what is our plan if we if we approve this bid and then a hundred others a hundred other playgrounds want a play set or a shade canopy over their play set for a hundred forty thousand dollars? It's about a you know, a fourteen million dollar a fourteen million dollar vote is what we're doing right now. It's not a two hundred eighty thousand dollar vote. It's a fourteen million dollar vote. I think there are other solutions that are much more affordable than building a play structure. Here's just some examples. Don't allow children to go out and play on play structures when it's hot and sunny outside. Um another option would be to place teachers at these play structures. And uh making sure that they're they're gauging the temperature and that children have their shoes on, you know, those those types of things, overseeing it. Another option would be to give each of the schools one of these little heat guns where you point it at something and it tells you how hot it is. And if it's over a certain temperature, you know, then you don't want to allow children. And maybe maybe schedule play time outside in the morning up until maybe noon when it's not so hot. Those are the types of things I would rather discuss rather than just jump to this $140,000 solution, so. And I have a question that maybe um somebody from facilities could answer. Um I'm curious if the um >> [clears throat] >> daycare preschool playgrounds at the other high schools have some sort of shade structure. Currently we have a shade structure at Copper Hills High School. To my knowledge, that's the only one that we currently But in the application letter it says that there the other ones are put within walls, so they're they're already covered. Is that right? So there are there are a couple These are So these are south-facing play areas which increases the heat just a little bit. I think that's where some of the concern is coming from with the the request for the canopy. Do we know what other um sides the other preschools are facing? Like, are they on a north side? Are they on a west side? Um it's kind of a little bit of a mix. Kind of throughout so south facing. Um I know Mountain Ridge is a little bit south facing. You've got Riverton that's going a little bit so it's facing west. Herriman's facing east. Um so this is just kind of for the the preschool programs for the for the kindergarten programs they may differ from location to location. And well, thank you. Thank you. And so, Brian, I appreciate your thoughtfulness in considering this. Um I think that this shade structure is different than any kind of elementary school playground because the the children playing on this structure are frequently toddlers and children under 4 years of age that do not have the same type of balance and stability as a kindergartner and are more prone to maybe falling and yeah, and getting burned. And I think also have different um requirements for footwear while participating in the daycare program primarily. I think in the preschool they probably keep their shoes on, but I think in the daycare when you have like um >> [clears throat] >> very young children some of them just are not wearing shoes. So, so and I I don't think that it would set a precedent for elementary schools asking for shade structures personally. I think that this is a specific um a specific situation for the preschool daycare playgrounds. And if I can just add that this is more than a shade structure, we're replacing the actual playground equipment to be size appropriate. >> Oh, okay. Just at >> Yeah. at Bingham. Right. I just I wanted to point that out because it does seem really high for a canopy. And so it wouldn't split exactly in half. I I had a question whether or not um with the West Jordan rebuild, we have not uh seen everything that we're going to do. This will not make that a um obsolete if uh when the rebuild, if that makes sense. That is correct. West Jordan, um we weren't coming into that portion of the the school for any sort of renovations there. And this actually kicked off quite a while ago. So this was kind of along the an earlier timeline. It's kind of just been delayed a little bit. So in the we did not include it in the the Western renovations. Can I while you're up here, can I ask a question as well? I noticed that we had one person bid on this or one company bid on this project, but um at the recommendation, it says that this is in line with current market values. I'm curious how we know what current market values are if we're not receiving more than one bid. Well, on this particular project, we did receive a second bid that had to actually be thrown out. It was significantly higher than than the the proposed bid that we're we're bringing before the board. Um and just engaging those two, it's within the what the architects feel like is a reasonable amount. So we have architects that we've employed specifically for this. So the architects are pretty in tune with with a lot of the the construction pricing as they're doing a lot of these designs. So, they're they're seeing these go out to bid frequently and they're they're in tune with the the current market. And are these someone that we contract through? Architects or >> Yes, so these these architects so specifically they they designed the canopies. They put together the the bid documents so drawings and specifications. Um and they do that for for our district. They do that for a number of districts. Someone speak to the budget the education and training remodeling funds and provide a little more detail on the source of the funding. Thank you for the question and maybe just to clarify a couple things Brian said as well. We have employed the use of heat um the temperature guns and we've trained staff in to watch the temperature of the both in the winter time as well in the in the summer in the hotter months so that we are monitoring but I appreciate Ms. Dean your comments that these are young children and part of the rec part of the the safety recommendations come because of the the play structure of Bingham High School the significant cost there is that um it is an unsafe structure. It's it's um it's a much older ray range range a much older range of of student and so we are replacing that with a younger more safer um so the children don't fall. To answer your question um these funds do come from the CT part of the CTE uh budget. Um the funds are allocated in the various pathways and these do come from the education and training fund so they are meant to um create safe um uh industry standard when applicable environments for our students. So, um that's the source of the funds for these um this project. So, part of this is to support the education of our high school students that are taking part in the program that provides the kids >> Yes. Yes, it's not solely just those These are the learning labs um that our students [snorts] are enrolled in those advanced courses. Um this is where they practice um the the skills that they've learned in the classroom. So, it does have a big impact on um on the program and it does bring us in line with as Ian talked about uh the south-facing structures um and Copper Hills was the first and so I I appreciate the concern of a precedent and uh Copper Hills was um that one was put in by the school um uh during the the COVID years and uh it's been a valuable structure and it has um been impeccable to the program and has changed the way that they uh that they run the program and and allow the students to be outside. These two programs at Bingham and and West Jordan are also um with the upgrades that they're getting, it will give us a longer life on the work that the facilities committee has already done to improve the grounds, the structures, um the surface new surfaces and so it will allow us to um have these programs for a long time and I think reserve um the spaces that have been built. So, One One other thing I wanted to mention um I I understand the need to protect children wh- whatever age they are, whether they're toddlers or high school kids. And the district does a lot to safeguard this our our students. Um and so when I Here's Here's what I'm afraid of happening. We do something to safeguard a a toddler a a a preschooler and um next year an elementary school student slips on the ice or something at their school and hurts their their elbow or whatever. And a parent or a teacher says, "We should install heated sidewalks at all of our schools to prevent this." You know, children get injured, adults get injured. You can't safety proof 100% a school or a home. Kids get hurt at home. They get hurt at school. And we do our best to prevent that, but it I'm I'm just afraid I I mentioned the word precedent. I'm just afraid that other situations will come up and someone will say, "So you care more about the safety of a 3-year-old than my 6-year-old. You're not going to do anything to help you know, to help prevent this." That That's the situation. That's the precedent that I'm worried about. And I I wouldn't worry about it if that was the if that were the only solution available to us. I think there are other solutions available that are much less expensive. Other discussion? All right, hearing none, let's move to a vote a vote. All in favor of the motion, please say I. I. And any opposed? Nay. Right, that motion carries with a vote of six to one, the descending vote being Mr. Barnett. Okay. Take another motion. I move that we accept the bid for facility services boiler replacement at South Hills Middle School and Bluffdale Elementary School. Second. A motion by Ms. Barrow, second by Ms. Wood to um approve a bid for boiler replacement at South Hills Middle School and Bluffdale Elementary School. Is there discussion to that motion? Hearing none, all those in favor, please say I. I. >> I. And any opposed? That motion carries unanimously. I move that we approve bids I and J, emergency power to IT closets at multiple locations, packages two and three. We have a motion by Ms. Dean, second by Mr. Barnett. Oh, sorry. Ms. Wood, oh my glory. Sorry, Ms. Wood. I was looking at you, I just didn't say the right name. Um for item seven I and seven J, um emergency power to IT closets. Seven I is bid package two and seven J is bid package number three. Is there discussion to that motion? Hearing none, all in favor, please say I. I. And any opposed? Right, that motion carries unanimously. We will now move into our special business items. The first item this evening is our budget hearing, and this is a recommendation to approve an amended budget for the 2025-26 fiscal year. Mr. Dunford and Mr. Larson. Uh years ago, we would have we would approve a budget in June and all of the amendments that happened for the previous year at the same time. The board felt like that's a lot of amendments to approve once. We requested that we have three budget hearings during the year. So, the budget hearing in June is kind of the pri- the one where we we are required to submit a budget. But, the problem is we're just barely getting that information and so we kind of really throw the amount into placeholder budgets. We don't have an opportunity to kind of spell out the details. So, the December budget hearing is kind of the reworking of our budget to say, "Okay, now we've put all of that into the different categories where it belongs." April budget is just a few carryovers. It's not a major one. We don't have a lot of changes this time. And then the June budget hearing is in preparation for the new budget. So, April's this won't take a long time, but there are a few minor changes that we are amending to the budget. And for those, I'll turn the time over to Mr. Larson. Thank you. So, you have the budget document in front of you and the the change from the original budget to this new amended budget. Um we are uh proposing or a an amended budget for [clears throat] uh local revenues of 5.9 million coming in. Uh much of that is interest that was not anticipated a year ago when we thought interest would be falling as well as some property tax um collection increases as well that will be offset by uh state revenue losses because if we collect more in property tax, the state gives us less state money. State revenues are um amended to go up 18 million. This is a a large change here. This one is uh it does have some negatives in here due to that property tax increase so offsetting and decreases for that. But it does have quite a few program updates that are coming through for carryovers that we need to bring into play on a lot of the grants. So just to reiterate that from prior years when we have a grant say for $5 million to do X, Y, or Z we budget all $5 million to be spent. But that grant period may be have a period of availability is what it's called or or a grant period of 2 years. So we'll budget the entire 5 million of revenue and the $5 million of expenses in the current year. But maybe all 5 million are not spent in that year and so then the following year budget needs to be amended to increase the revenue and the expenditure for the amount of that carryover grant budget. And we do have quite a few of those about um about $14 million it looks like CTE, TSSA um preschool comp guidance, at risk, concurrent enrollment BTS, advanced placement, land trust, and so on. So those adjustments are being done in the in this budget. So that increase in state revenue for those grants to go up will have a corresponding increase in the expenditures down below. Next on the list though is federal revenue and really the the large one here the change here among many but the largest is going to be title one. Title one revenue is going up a little over $3 million. Um moving down into the expenditure areas, the instruction line item has the single largest change on it. This is due to and we went over some of these in December, but just to reiterate so you cuz you're seeing the accumulation of these changes. In the June hearing, there is a uh extra budget put into teacher salaries to make the unassigned balance zero. And that is reversed later. That is $41.2 million of of a a a reduction to the instruction line on here. That's why the instruction line is showing a $28.9 million decrease is mostly because of that unassigned change happening at this time. It is offset by many grants that I just mentioned earlier. So I TSS A, Title I, One um there's some sped money, preschool money, CTE money um all the way down Title II A, concurrent to many, many grants uh coming in there. This is also the budget I'll add here that the April budget hearing is where we have the cumulative effect of having gone through name my name account by account looking at every person's change for salary adjustments, for health insurance adjustments to make sure it's all taken care of. And I might pause right there and say that uh the guy that does a lot of this or leads that effort, Mr. Jason Mott is with us today. It is a lot of work to go account by account. There's I can't remember how many thousands of accounts, but to say 10,000 accounts budget accounts, I think would be conservative. Um and then name by name. Now, we have computer systems to help us with that, of course. But, that's part of the process that's netting on all of this against that 41.2 million on instruction. So, I'm just going to pause there to be sure that So, if a teacher changed insurance, maybe they maybe they have a family plan now, and so there's a little more being anticipated spent there by the district. That's now being in captured here and put in to that instruction line. Those changes will also repeat themselves throughout every employee or account code in each of these other sections going down. So, we have support services for students with an increase of 10 million. A lot of that again is grants. Then, we have instructional staff. Um which is uh much of that is also grants. Um then, we have some little tiny changes that come into these other areas, district administration, school administration, just some of that fine-tuning. And I appreciate Mr. Dunford's intro here because the June hearing What what you said is absolutely right. It There isn't enough time to do that name by name, account by account for the for the uh projected budget for next year. For the um Now, I forgot the term for it. Proposed budget for next year. And so, those are captured en masse, and we put those in, and now in April is when they're split out, that in mass piece is removed and is done name by name throughout all these. That's why you're seeing some really small changes and some other larger ones that have more grant based changes on them. So the net is going to be a change in activity of lowering the proposed budget loss from 70 million to 21 million dollar loss for the year. Any questions? Anything I can help the board with? We will, of course, have a a longer budget discussion in June. But this is meant part of I I think part of the intent of the board years ago was maybe some of the June meeting can be done in April to shorten that one up a little bit. Sounds like a good description. No questions. Thank you. Thank you. All right. Is there anyone in the public here to speak to this budget hearing agenda item? All right, hearing none. I'll take a motion. I move that we approve the amended budget for the 25-26 fiscal year. I'll second. The motion made by Mr. Denford, a second by Ms. Wood, that we it approve the amended budget for the 2025-26 fiscal year. Is there any discussion to that motion? All right, hearing none. All in favor, please say I. I. And any opposed? That motion carries unanimously and a huge thanks to those who are examining tens of thousands of accounts for us. We appreciate that attention to detail. Okay, let's move in to our fee schedule. Um, we are looking to approve the proposed student fee schedule for the 2026-27 school year. Um, so we will turn it to Mr. Brad Sorenson and Mr. Cody Curtis. Do I see them? I don't. Okay, I won't turn it to them then. Um, let me first ask, is there anyone here in the public who is interested in giving comment on this agenda item? Okay, seeing none. I will take a motion. I move that we approve the proposed student fee schedule for the 2026-27 school year. Second. We have a motion by Ms. Wood, a second by Ms. Barrow to approve the proposed student fee schedule for the 2026-27 school year. Is there discussion to that motion? Hearing none. All those in favor, please say I. I. >> I. And any opposed? Right, that motion carries unanimously. Let's move on to a recommendation to approve our calendar for the 2027-28 school year. Um, Dr. Anderson, do you have anything to add? Nothing to Nothing to add, just a great but a appreciation for the work that the calendar committee of parents and and employees have done to get us one of the more meaningful, you know, things we do in the district is just map out what we're going to be doing for the year. For the benefit of those in the audience and those listening. You seniors that are here for government credit won't be around to benefit from this calendar, but we do put it out for survey. We get input from our patrons. This year we had over 5,000 people uh give input, even though that's down from years past, that's still a significant number of of people weighing in on on the calendar. This year we had a late spring recess option and we had an early spring recess option. And about 75% of patrons, including um employees, parents, students, wanted the late spring recess option. So, that is the calendar recommendation. After our chilly spring Yeah, maybe that tipped it a little bit, yeah. >> them. Trying to play it safe. Although this year, I'm not sure there's ever going to be a warm spring break in April. Okay. Um I will accept a motion. I move that we, given the overwhelming approval, I move that we approve the late spring recess option. I'll second it. We have a motion by Mr. Damphord, second by Dr. Robinson, that we approve the late spring recess option, option two, for the calendar for the 2017-2018 school year. Is there discussion to that motion? Hearing none, all those in favor, please say I. I. And any opposed? That motion carries unanimously. And that is the end of our special business items. Uh we'll now turn it to Dr. Godfrey for superintendent's report. Thank you. I just uh we only have a a more board meetings before the end of the school year, so I just want to uh thank everyone for uh making a big push. We've got AP classes and final tests and um final athletic and arts competitions, and I just appreciate everyone making the most of their time toward the end here. Um teachers that are providing extra study sessions after school on weekends to try to get those those AP scores up. And um I just really appreciate all of the hard work. The uh the end is coming, and it's worth it, and um thank you to everyone who's making it such a wonderful year. This has been a great year. And um the other thing I want to mention is we really have tremendous positive results um in our third quarter goals. I think we talked about quarterly goals for kindergarten. And we have really um had a lot of positive results. Our third quarter data, I just want to read a little bit to you. Last year, 28.5% of students in kindergarten could read 10 whole words. This year, 45%. Now, that goal is set based on what we learned from other districts. It's those whole words. It's making sure that we stretch students. So, um the top schools for whole words read are East Lake at 92.5%, Westland at 83.1, Herriman at 79.5, Blackridge at 76.6, and Aspen at 72.4. And we'll talk about more of the great accomplishments on our quarter three goals in future meetings, but cuz there's a lot to talk about, so I'll keep trickling it through, but um it's just really exciting to see these results and students rising to those expectations, and teachers are doing such great work in all grades, but it's fun to highlight this with Planet Kindergarten, so thank you to all those who are >> 38? >> Somewhere in the 30s, yes, that's right. So, thank The fifth grader who's the class of 33, so Class of 33, wow. Thank you. You, that's exciting. I remember when the goal of kindergarten was to recognize letters, now they're reading whole words, so the goalpost is definitely moving. All right, um let's move into committee reports and comments by board members. Facilities Committee will be meeting this Thursday. So, there's nothing to update you on today. You're about to see the work of the Finance Committee. >> [sighs] >> We'll spend a lot of time working on that. I do want to report on Utah High School Activities Association. Um we have set a minimum for the 6A reclassification at 21 teams. That's been a major problem over the last classification, only having 17 6A teams. Um we have structured it so that we will just lay it out statistically. This is much more of a statistical analysis and less of an objective one or a subjective one. And so, we have uh we will see no less than 21 teams in 6A, which is a great victory. Um secondly, we now have an additional moratorium during the summer. We've always had Thanksgiving and Christmas and New Year's Day, and now we we've renamed the summer moratorium to Independence Day. Those are the ones that we've always had. As of this next year, we will have an additional summer moratorium, which includes 7 days from a Monday to Sunday that each school can pick for themselves. We prefer a whole school moratorium, but they do have the option of choosing a sport by sport moratorium. But every school now is required to have an additional moratorium during the summer. And that's my report from High School Activities Association. So, the moratorium requirement increased by 2 weeks in the legislative session? >> One. One week? And that's cumulative throughout the whole year. Is that right? Yes. Okay. Thanks. Uh government relations, next week we will be meeting with a couple of our legislators, um Senator Fillmore and Representative Miller. Looking forward to spending some time with them, um talking about prospective bills for next session, as well as talking about some of our priorities, including uh the field house getting their sense of that. Uh for GAC, just a reminder, also next week on Thursday evening, we have two events. Uh the LCS Multicultural Senior Night at Bingham High School from 6:00 to 8:00. And that same night, the Native Community and Senior Night an hour earlier, starting at 5:00, wrapping up at 7:30, and that'll be at West Jordan Middle School. The following week, so 2 weeks from now, mark your calendars for May 13th for the Family Engagement Center Certification night to celebrate those who have completed their certification from 6:00 to 7:30 p.m. at Sunset Ridge Middle School. Jordan Education Foundation is having a challenge run on the 9th of May. It is not too late to register. It starts at 9:00 in the morning and it's at Veterans Memorial Park. $20 per person. Teachers are free. It's It's really fun. I've done it before several times with my family. Um and then also the Foundations Links to Schools uh golf tournament is the 25th of June. I do not know if it has already sold out. If you are interested, um you can go to the Foundation website and try to register. Also, um the the Help Materials Review Committee met and we reviewed new materials that were submitted by teachers and that happened. Great. I will report on JLC and USBA. Um both met. JLC is working on legislative priorities for the upcoming Delegate Assembly meetings. Um so, if you recall, that is there's a pre-delegate assembly meeting that is on Friday, June 5th. That is where um everyone who would like to come is invited. And at this one specifically, we will have a panelist of legislators and some pre-submitted questions. Um if anyone has a specific question that they would like asked to those panelists, I will be accepting those. Um and then they usually do a dinner. And then the following day, on June 6th, will be the delegate assembly, which is where we are able to approve as a state some legislative priorities for the upcoming session. Um the JLC group has set the goal to have no more than six priorities. And so that will be um the content of the day, trying to narrow those down and make sure that we capture the most important for the legislative session. So, stay tuned for that. We should have a draft of what uh JLC has come up with coming soon, and then we can refine those for the delegate assembly meeting. Um in terms of USBA, uh there has been a lot of work reworking of the master board certification program that many of you remember it being called the MBA. Now it's called the MBC. That is going to be moving to a Canvas platform. So hopefully something familiar and accessible. Um as well as they're really trying to make it a little more personal and um applicable. So, I was able to attend a two-day meeting for USBA this last weekend in St. George, where a good portion of time was spent creating introductory video videos for that. So, if you do your MBC, you can laugh at a few familiar faces. That is coming soon. Um it's also going to be changing in that, rather than having all of the levels that we're kind of used to, there will be a new board member level and then the rest of the levels align. So, if you're like me when it comes time to look at it, you're going, "What level am I? I'm not sure. I don't remember." That should be simplified as well. So, that is what's happening at USBA. I'm going to make a comment uh that I forgot to mention earlier, but we do have our high school art show going on at the old dome theater, not theater, the old dome meeting hall in Riverton City. Um I know that um it's it's open certain hours, so you'll need to check the website. And then the middle school art show is at the Veridian Center uh at West Jordan uh right outside the library. But, I always love going to our student art shows. I wanted to go to the open house they had for high school, but I wasn't able to attend this year. Um but, I really do love going and seeing the art that our students make. It's very inspiring and inspires me to set aside time to do art. So, I encourage you all to go and see those art shows. Thanks for mentioning that. I will shout out I went to the one for high school students, their open house, and it is just so fun. Like the videos, they've added videos. I don't know if it's new, but it's really fun to see all of the mediums that the students are using. So, thanks for bringing that up. Okay. Last call, anyone? All right. Uh that is the end of our business meeting this evening. We do need to continue with closed session. So, I will take a motion to go into closed session and we'll adjourn this one. I move that we uh go into closed session for character and competence of individuals, property, potential litigation, negotiations, and security. And upon the end of our closed session, we will adjourn. We have a motion by Ms. Barrow, second by Ms. or Dr. Robinson to go into closed session. And following that closed session, we will adjourn this business meeting. So, I will take a roll call vote. Dr. Robinson? Yes. Dr. Mr. Dunford? >> you can call me Dr. Dr. Dunford, that sounds good. >> Yes. Mr. Barnett? Yes. Ms. Barrow? Yes. Ms. Wood? Yes. Ms. Dean? And I am also a yes. So, we are in closed session. Thank you so much to those who attended in person and from home. We hope you have safe travels. And if anybody needs signatures for your government classes, let us know. We can help. Watching you do it. >> Mhm.